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IN EVERY TOWNSHIP MARKED IN BLACK AT LEAST ONE SINGLE ROOM SCHOOL 

WAS VISITED 



to 



the Governor of Ohio 

by the 

Ohio State School Survey Commission 

M. Edith Campbell, Cincinnati 
William L. Allendorf, Sandusky 
Oliver J. Thatcher, Wilmington 
Chairman 



A Cooperative Field Study 

conducted by 



HORACE L. BRITTAIN, Director of Survey 

{New York Training School for Public Service) 



An intensive study of 659 rural village schools in 88 counties, and 
an extensive study of 9000 school rooms and of 395 school systems 

Participated in by 

44 professors in professional schools for the training of 
teachers and 116 students in these institutions most of 
whom had had experience in rural school teaching, 395 
superintendents of schools and other school men and 
women, and 9000 teachers who supplied information 
to the commission 



JANUARY, 1914 



Columbus, Ohio: 

The F. J. Heer Printing Co. 

1914. 



v^^©^ 



'^f. m n,~ 

Am 15 1914 






TABLE OF CONTENTS 



Legislative Act Authorizing the School Survey xi 

Survey Day Proclamation xiii 

Letter of Transmittal • • xvii 

Introduction ^-^i 

Method and Scope of Survey —Viewpoint 

Chapter page 

I Administration of the Office of the Stafe Superintendent of Public 

Instruction "2-30 

Method and scope of investigation 3 

Advance steps taken during the past 2 years 3 

Improvements effected through cooperation between the state De- 
partment of Public Instruction and the Ohio State School 

Survey Commission 

Agricultural supervision 5 

Present system — Amount and character of field work — Field 

reports — Constructive suggestions 

High and elementary school inspection 10 

State inspection of schools — High school inspection by the 
Ohio State University — What superintendents say of high 
school inspection by state inspectors snd university visit- 
ors — ^Constructive suggestions 

Statistics published by the State Department of Public Instruction 22 

Method of collecting the material — Method of presenting the 
material — Time of publication — Value and reliability of the 
statistics published in the annual report to the Governor — 

Constructive suggestions 

Methods of filing and recording 26 

Present system — Study of correspondence of State Department 

of Public Instruction — Constructive suggestions 

Method of financial accounting 29 

General criticism 29 

Constructive suggestions 30 

II School Supervision 31^5 

Amount of supervision 31 

Experimentation and initiative among superintendents in Ohio... 33 

Efficiency devices in supervision, administration and instruction — 

Educational experiment and investigation 

Comparison of schools having supervision with unsupervised 

schools 36 

(V) 



VI TABLE OF CONTENTS 

Chapter page 

Constructive suggestions 39 

The inadequacy of either unmodified county supervision or un- 
modified township supervision — A suggested plan of com- 
bined county and district (union township) supervision... 
Cost of supervision 43 

III Certification of Teachers 46-54 

The present system 46 

Distribution of the various grades of certificates 47 

Constructive suggestions 51 

IV The Academic Training of Teachers now in Service 54-59 

Present conditions 54 

Constructive suggestions 58 

V Teaching Experience and Tenure of Office of Teachers now in 

Service 60-62 

Constructive suggestions 62 

VI Professional Training of Teachers 63-105 

Professional training of 527 teachers in schools actually surveyed 

and of 8286 teachers enrolled in teachers' institutes in 1913 63 

College of Education of Ohio State University 65 

Scope of survey — Organization — Classroom instruction — Source 
and destination of students — Physical condition — -Construc- 
tive suggestions 

Ohio State Normal College of Ohio University 71 

Nature and extent of survey — Organization — Classroom in- 
struction — Source and destination of students — Positions 
filled by graduates of the college — Summary — Constructive 

suggestions 

Ohio State Normal College of Miami University 79 

Scope and method of survey — Organization — Source and des- 
tination of students — Positions filled by graduates of the 

college— Summary — Constructive suggestions 

State Normal Schools of Kent and Bowling Green 86 

Constructive suggestion 

Present dififerentiation of function performed and services ren- 
dered by the 3 state aided institutions in full operation be- 
fore September, 1913 87 

The Normal College of Ohio University and the College of Educa- 
cation of Ohio State University — The two year courses of 
the State Normal College of Ohio University at Athens and 
the State Normal College of Miami University at Oxford 

— Summary 

Control and financial management of state instiution for the train- 
ing of teachers 88 

Present conditions — Coordination of the state aided institutions 

Summer schools for teachers 91 

Character of classroom instruction in summer schools con- 
nected with 3 state aided and 4 private institutions 



TABLE OF CONTENTS Vll 

„ PAGE 

Chapter 

Teachers' institutes ; • • ^^ 

Cost of county teachers' institutes— Nature of instruction 
given in teachers' institutes— Attentiveness of teachers- 
Methods of securing attendance— General conclusions- 
Constructive suggestions 

Present means of educating rural teachers 101 

e 102 

Summary 

Constructive suggestions 

VII Classroom Instruction ^^^~u)l 

Interior views ■ 

General conditions affecting classroom instruction 1-1 

Summary of observations of complete exercises seen in field survey 126 

Teaching of reading 1^^ 

Teaching of English 1^9 

Teaching of handwriting 1^^ 

Teaching of arithmetic 1^^ 

Teaching of geography 1'*'' 

Teaching of history ^*° 

Teaching of physiology and hygiene 149 

Teaching of manual training, domestic science and agriculture 150 

Is a rural school like this too good to be true ? 155 

Constructive suggestions 

VIII Classroom and General Equipment of Elementary Schools 157-16S 

General equipment— Seating— Decorations— Thermometers— Black- 
boards— Teachers' desks— Sand tables— Slates— Individual 

pencils — Maps — Books 

■ ■ 1 hQ 

Constructive suggestions -^"^ 



IX The Physical Plant 170-191 

Grounds ' 

Area — Play apparatus 

Buildings -^^"^ 

Age— Cloakrooms— Closets for apparatus— Entries— Lighting of 
buildings— Heating of buildings— Ventilation of buildings 

— Toilets 

Care of physical plant 

General summary— Care of grounds— Care of buildings 

Constructive suggestions 

X Care of Health of Pupils 192-201 

Conditions found in field survey • 

A comparison of the results of expert and inexpert physical ex- 

amination of children ^^'* 

Explanation of the table— Eyes— Tonsils— Malnutrition— Glands- 
Nasal obstruction — Hearing — Heart — Pulmonary — Thy- 
roid gland— Orthopedic— Mentality— Nervous conditions— 
Summary— General conclusions— Recommendations 



Vlll TABLE OF CONTENTS 

Chapter page 

XI Records, Reports and Statistics 202 

Conditions found in field survey 202 

Supervision and visiting 203 

Enrollment and attendance 203 

Constructive suggestions 204 

XII Slow Progress, Overage, Non-Promotion and "Dropping out" in 

the Elementary schools 205-209 

Study of grade VIII pupils in the various kinds of elementary 

schools 205 

Studies of schools in Cincinnati, Columbus and Dayton 206 

Summary 209 

XIII Special Studies of Township, Village and Special District High 

Schools 210-212 

XIV Living Conditions of Teacher 218-214 

XV Outside Cooperation with Rural Schools 215-258 

Why outside cooperation with rural schools was studied 215 

How women's organizations help rural schools 216 

Farm Women's Clubs^Ohio Federation of Women's Clubs — 
Mothers' Clubs — Daughters of the American Revolution — 
Association of Collegiate Alumnae — Suggestions for in- 
creasing club cooperation 215-258 

How the State Grange is helping schools 223 

Suggestions for increasing grange cooperation 

How county fair 'boards stimulate school improvement "225 

How business men's organizations help rural schools 226 

Suggestions for increasing business men's interest 

How labor unions help schools 

What physicians and dentists can do for schools 231 

Suggestions for increasing professional interest 

How needy children are helped to stay in school 232 

Suggestions for securing data about relief of needy children.. 

Lebanon Trust's county-wide work for schools 235 

What state branches of national bodies are doing 236 

Young Men's Christian Association — Young Women's Christian 
Association — Camp Fire Girls — Child Labor Committee- 
Playground and Recreation Association — Society for the 

Prevention of Tuberculosis 

How teachers' associations help schools 239 

Ohio Teachers' Association — Ohio School Imiprovement Fed- 
eration — Ohio Teachers' Reading Circle — Ohio Pupils' 

Reading Circle 

What public libraries do for schools 241 

What one library does — 150 public libraries — Van Wert County 
Library — State Library — Ohio Library Association — Sug- 
gestions for measuring library cooperation 



TABLE OF CONTENTS 



Chapter page 

Outside agencies helping to teach farm improvement through 

schools 248 

State Agricultural Commission — Ohio State University Agri- 
cultural Extension Division — United States Agricultural 

Experiment Station 

■How other state departments help schools 253 

Board of Health — Suggestions for increasing Health Board co- 
operation — Highway Department — Industrial Commission. 
How a division of cooperation in proposed Bureau of Efficiency and 
Economy would stimulate and use outside cooperation with 
rural schools 256 

XVI General Community Conditions 259-260 

Community life 259 

Wider use of school plant 260 

XVII Local Administration of School Law in Ohio 261-268 

Compulsory attendance law 261 

Constructive suggestions 

The law section 7777 dealing with aid to indigent pupils 264 

The law requiring payment of teachers for janitor service 265 

The law requiring payment of teachers for institute attendance. . . . 265 
The law requiring at least eight months school per year in every 

school district in the state 266 

An extreme case 267 

Constructive suggestions 267 

XVIII The Special and Village Districts compared with the Township 

Districts from which they are cut 269-272 

Salaries 269 

Elementary school attendance and enrollment 270 

Enumeration 271 

Amounts paid for supervision 271 

Tax levy for school purposes 271 

Formation of special districts 271 

Constructive suggestions 272 

XIX Rural Boards of Education 273-288 

Personnel of rural boards 273 

Procedure followed by school clerks and treasurers in accounting 

for school funds 274 

Present system of accounting — Annual financial statements of 
county auditors to the State Commissioner of Common 
Schools — School boards shelving of responsibility — Care- 
lessness of presidents of school boards in controlling dis- 
bursement of school funds — Unlimited power of clerks of 
school boards in the disbursement of school funds — Treas- 
urers, expensive luxuries — School lands (section sixteen) — 
Forms and records for school accounting — Conclusions — 
How conditions may be bettered 



X TABLE OF CONTENTS 

Chapter page 

XX Consolidation and Centralization of Schools 289-291 

Past progress in consolidation and centralization 289 

Need of further centralization and consolidation 289 

Possibility of future progress in centralization and consolidation.. 290 

Constructive suggestions 291 

XXI State Aid to Common Schools 292-293 

XXII Standardization of Schools rather than of Pupils and Students 294-297 

Constructive suggestions 294 

Resume ^98-300 

Appendix A A Partial List of Those Who Cooperated in Making the Ohio 
State School Survey ■. 

Appendix B Field Forms and Questionnaires used in the Ohio State 
School Survey 



AN ACT 

To create a commission to conduct a survey of the public 
schools, normal schools, and the agricultural schools 
of the state, defining its powers, and providing appro- 
priation therefor. 

Be it enacted by the General Assembly of the State of Ohio : 

Section i. That the governor be and is hereby authorized to ap- 
point a commission of three members to make a survey of the public 
schools, the normal schools, and the agricultural schools of the state, and 
the state administration of the same, to determine with what efficiency 
they are being conducted, and to report to the governor with recommenda- 
tions. Such report shall be transmitted by the governor to the present 
General Asesmbly of Ohio. 

Section 2. No member of such commission shall be compensated 
for his services, but each member shall be paid his necessary traveling 
expenses incurred in attending meetings or in performing other duties 
incidental to the work of the commission. 

Section 3. Such commission may employ and fix the compensation 
of the secretary and such investigators and other employees as may be 
necessary to carry out the purposes of the commission. 

Section 4. The secretary, investigators and other employees, in 
addition to the compensation herein provided for, shall be paid their 
necessary traveling expenses and the other expenses necessarily incurred 
in the performance of their duties. 

Section 5. The expenses incurred by such commission and the 
compensation and expenses of its secretary, investigators or employees 
for the purposes specified herein, shall be paid from the state treasury 
upon the warrant of the auditor of state when the vouchers therefor 
have been duly signed. The commission shall designate one of its mem- 
bers whose duty it shall be to sign all vouchers for accounts allowed by 
the commission, and the auditor of state shall honor no voucher which 
is not signed by such member. 

Section 6. The commission shall be empowered to provide suitable 
rooms, necessary office furniture, supplies, stationery, books, periodicals, 
map and other furnishings and equipment, necessary to the performance 
of their duties. 

Section 7. The commission shall have free access to all public 
records necessary for the carrying out of the duties herein prescribed. 

(xi) 



xii AN ACT 

Each member of the commission shall have power to administer oaths, 
certify to public accounts, issue supoenas, compel the attendance of 
witnesses within the county of their residence and the production of 
papers, books, accounts, documents and other evidence. In case of dis- 
obedience on the part of any person to comply with any order of the 
commission or of any member thereof, or any subpoena issued in behalf 
of such commission, or on the refusal of any witness to testify concern- 
ing any matters regarding which he may be lawfully interrogated, the 
presiding officer shall make complaint thereof, in writing, to the probate 
judge of the county in which such witness resides, who shall issue a 
subpoena for the appearance of such person forthwith before him to 
give testimony. If any person so summoned fails to appear, or appear- 
ing, refuses to testify, he shall be subject to like proceedings and penalties 
for contempt as witnesses in actions pending in the probate court. 

Section 8. There is hereby appropriated out of any moneys in the 
state treasury to the credit of the general revenue fund not otherwise 
appropriated, not to exceed the sum of ten thousand dollars for the pur- 
poses herein specified. 

Section 9. This act is hereby declared to be an emergency act and 
that its enactment is necessary for the immediate preservation of the 
public health, safety and welfare. The necessity therefor lies in the fact 
that the public health, safety and welfare requires that the present General 
Assembly during its deliberation upon measures relating to education 
shall have as full information as possible on all these matters. 

C. L. SWAIN, 
Speaker of the House of Representatives. 

HUGH L. NICHOLS, 

President of the Senate. 
Passed February 26, 1913. 
Approved March 11, 191 3. 

JAMES M. COX, Governor. 
Filed in the office of Secretary of State March 13, 191 3. 



SCHOOL SURVEY DAY PROCLAMATION 



The new Constitution provides that "provision shall be made by law 
for the organization, administration and control of the public school 
system of the State supported by public funds", etc. In my message to 
the General Assembly at its first session following the adoption of the 
new Constitution, the suggestion was made that a survey precede legis- 
lative enactment on the subject. The opinion was expressed that there 
were disorder and incongruity in our present archaic school structure, 
and that it would be useless to attempt to make laws intelligently and 
efficiently without first having the most comprehensive appreciation of 
the conditions existent. 

The Legislature acted promptly and effectively, and a Commission 
consisting of W. L. Allendorf, of Erie County, M. Edith Campbell, of 
Hamilton County and Oliver J. Thatcher, of Clinton County, was ap- 
pointed to undertake the work of survey. Inasmuch as the Municipal 
Research Bureau of New York, directed by Wm. H. Allen of that city, 
had supervised a like project in Wisconsin, he was requested to send to 
this State an expert in this sort of work. He did so in the person of 
Horace L. Brittain, who has rendered the most painstaking, scientific and 
efficient service, without cost to the State. 

The Commission claimed the confidence from the first of those of 
our citizens who devote their talents in considerable degree to the sub- 
ject of education, and the enthusiastic cooperation as between these two 
forces resulted in the formation of a corps of over two hundred experts, 
many of whom labored without compensation. 

The survey has extended' into every county in the State, particular 
attention having been given to the common schools in the country dis- 
tricts. This policy grew out of the apparent need of a thorough awaken- 
ing in the rural communities. While the report of the survey has not 
been officially submitted, I am sufficiently familiar with the work to know 
that conditions within the State are woefully lacking in the modern 
elements of educational and community life. There seems no question 
but that the trend from the country to the cities is due in considerable 

11. s. s. (xiii) 



XIV SCHOOL SURVEY DAY PROCLAMATION 

part to the decline of the rural school system. Let it be understood that 
this is no reflection on the citizens of the farm communities. The normal 
evolutions of civilization have brought social changes which the local 
county, township and school subdivisions could not adjust themselves to 
under the statutory and constitutional provisions of the past. 

There are no two opinions as to the necessity of creating in the 
minds of our people a thorough awakening on the subject of community 
life and a modern school system. There is a common conviction also that 
the remedy can be largely worked out through the school organization. 
I am so impressed with the opportunity for good to be wrought that the 
power and influence of the Executive Department of our Commonwealth 
is invoked for the purpose of inducing our citizens to lay aside for one 
day the cares and activities of social, business and professional life, re- 
flect on the dignity and importance of our common school system and 
analyze the conditions revealed by the survey recently made, in the hope 
that the legislative changes to be made can voice the desire of every com- 
munity, which is the only guarantee that correction will be state-wide. 

It it therefore suggested that Friday, November 14, 1913, be ob- 
served by every school district in Ohio as School Survey Day, and that 
teachers, pupils, parents and patrons assemble during the afternoon and 
particularly the evening. Speakers will be supplied and literature pre- 
pared, with such general supervision by the Superintendent of Public 
Instruction and the School Survey Commission that conditions through- 
out the State will be known and remedies can be suggested. Nothing 
can be more wholesome than adding to this an historic review of the 
origin and function of our school system. 

What an inspiration will be given the whole movement when the 
light burns in every school house in Ohio on the evening of November 
14th. What a spur it will be to community life to have assembled at 
the same hour four thousand community meetings at the shrine of the 
local school house. 

It is further suggested that an Educational Congress be held in Co- 
lumbus on December 5th and 6th, 1913, and that the community meetings 
select lay delegates to the Congress. The Teachers' Institute organiza- 
tions will designate delegates from the teaching forces within the counties. 

We ask that the Mayors of municipalities supplement this proclama- 
tion with like official action, and that the fullest measure of cooperation 
be given by Boards of Education, Teachers' Institutes, the Grange, 
Women's Clubs, Mothers' Clubs, and Labor and Civic organizations. 

Let it be a day of genuine awakening. The necessity and oppor- 
tunity of the hour call for it. 



SCHOOL SURVEY DAY PROCLAMATION XV 

In Testimony Whereof, I have hereunto subscribed my name and caused 
the Great Seal of the State of Ohio to be affixed, at Columbus, this 
twenty-fourth day of October, in the year of Our Lord one thousand 
nine hundred and thirteen. 

(Signed) JAMES M. COX, 

Governor. 
By the Governor : 
Chas. H. Graves, 

Secretary of State. 



LETTER OF TRANSMITTAL 



To His Excellency Hon. James M. Cox, Governor of Ohio: 

The Ohio State School Survey Commission herewith respectfully 
submits for your consideration the report of its work. 

The commission held its first meeting March 12th, 1913, at the Neil 
House, Columbus, Ohio, and secured as its Secretary and Director of 
Survey Dr. Horace L. Brittain of the New York Training School for 
Public Service*, which has most generously paid his salary during the 
survey. The experience which Dr. Brittain had had in the school survey 
of Wisconsin gave him peculiar fitness for the work in view and the 
commission considers itself fortunate in having had his services. His 
tactfulness, foresight, thoroughness, freedom from fads, his quick 
insight into the conditions, his sane judgment, his untiring efforts and 
his knowledge of the best that exists in the school systems of other 
states, have made possible whatever success the commission has achieved. 
We wish to express our gratitude to him. 

The survey has been carried on in a thoroughly cooperative way. 
We called on a large number of men and women to assist us in one way 
or another and we have been open to suggestions from every quarter. 
We have invited criticism and advice. Consequently our report is not 
the work of any one man or group of men ; but is rather the composite 
product of the school men and women of this and other states and be- 
cause of this fact we venture to hope that it will be found sane and 
practicable. To all who have aided us in any way we express our thanks. 

Every member of the commission has to the best of his ability taken 
part in the field work of the survey. We have tried to learn at first 
hand the actual conditions and to understand the problems that con- 
front our schools. The report of the director and his constructive sug- 
gestions have been submitted to us section by section and we have dis- 
cussed them and passed on them before they were given to the public. 
On every point we have reached a perfect agreement and our report is 
in the fullest sense of the word unanimous. 

The prime object of our consideration was the educational welfare 
of the children of the state and of this object we have never lost sight. 
As most intimately affecting the children we regarded the teacher and the 
quality of the classroom instruction. To these, all other matters are 



*New York Bureau of Municipal Research. 

(xvii) 



XVlll LETTER OF TRANSMITTAL 

subsidiary. We have tried to consider everything that affects the chil- 
dren, the teacher and the teacher's work. This statement will explain 
why we have so carefully examined into the physical and material con- 
ditions of our schools and will make clear our attitude towards them. 
They are important because they deeply affect the welfare of the children 
and the efficiency of the teacher. It may be said that we have dealt 
largely with externals. If that is true, our answer is that it is chiefly 
concerning externals that we can legislate. The spirit which should 
permeate our schools is greater than the externals, but concerning this 
spirit we can make no laws. It must come from the people of the state — 
from the people, enlightened, intelligent, interested and heartily cooperat- 
ing with all the agencies at their hand. These agencies we have sought to 
improve in the hope that from the people of the state will come forth a 
new spirit that shall lift our schools to heights of excellence never before 
attained and of which we have scarcely yet begun to dream. 

We have tried to make a matter of fact statement of the results of 
our field work. Our motto has been, "Nothing extenuate, nor set down 
aught in malice". We have taken no pleasure in laying bare deplorable 
conditions. We believe that the simple statement of these conditions 
will do much to bring about the reforms which we urge. We have also 
found much to commend — good teachers, good conditions and a good 
spirit. On these we must build. It has not been our aim to set up the 
highest standards conceivable but rather to fix a minimum below which 
no school shall fall, for if the people are thoroughly awakened to their 
duties to the schools we may safely leave to them the creation and 
realization of the higher standards to which we cannot immediately attain. 

We hail with joy the evidence that this new spirit is beginning to 
manifest itself. The work of the commission, the School Survey Day 
and the educational congress have already done much to awaken an 
interest that has slumbered too long. We have received many letters 
from persons in every walk of life saying that they will do' all in their 
power to advance the cause of education and asking for help and 
guidance. We believe that the time is ripe, the moment propitious, for 
wise, comprehensive legislation which will give a legal basis for the 
needed reforms and at the same time indicate the lines along which we 
may expect growth and improvement. 

The commission unanimously recommends the creation of some 
special, temporary agency to assist in following up the proposed legisla- 
tion and to study two most important matters which the commission 
has not been able to investigate with sufficient thoroughness to be able 
to make definite suggestions. These are vocational education and a 
system of pensions for teachers. 



LETTER OF TRANSMITTAL XIX 

In conclusion, we wish to thank your Excellency for the unfailing 
support and encouragement you have given us in our work. It must be 
left to the coming years to reveal and measure the beneficence of your 
action in promoting this survey. 

Respectfully submitted, 

M. Edith Campbell, 
William L. Allendorf, 
Oliver J. Thatcher, Chairman, 

Co m mission ers. 



INTRODUCTION 



Method and scope of survey 

People do not permanently differ about facts which are open to the 
scrutiny of all. Differences as to fact disappear when men look 
at the same thing, from the same angle, at the same time. People 
differ permanently about theories and opinions which have not 
been, or cannot be, submitted to the touchstone of fact. The 
commission is convinced that if a general agreement can first be 
reached as to basic, significant facts, agreement as to proper edu- 
cational policies cannot be far off. As a basis for a policy, 3 facts 
upon which all agree are more valuable than 100 facts — vouched 
for by experts, be they never so expert — which do not receive* 
general assent 

Such considerations made it imperative that the survey be cooperative 
throughout. This it has been from the beginning. Five deans or 
presidents of state institutions for the training of teachers, 5 deans 
or presidents of similar private institutions, 35 professors in state 
aided and private institutions, 116 students of education the majority 
of whom had had experience in rural school teaching (from i to 15 
years), the state Superintendent of Public Instruction, the state high 
school and agricultural inspectors, 3 members of the legislature, the 
members of the commission in addition to the director of survey and 
4 others have participated in the field work 

9,000 teachers who attended teachers' institutes in 191 3 supplied informa- 
tion as to themselves and their schools covering such topics as train- 
ing, experience, administration of school law, sanitation of school 
buildings 

88 county auditors supplied information as to the number of small schools, 
the length of school terms, etc. 

401 superintendents of township, special district, village and city dis- 
tricts supplied information or sent suggestions 

225 school men, superintendents, normal college deans and normal school 
presidents participated in conference and round table discussion in 
which the constructive suggestions of the commission were submitted 
to close criticism 

(xxi) 



XXll INTRODUCTION 

Hundreds of letters containing suggestions and information were received' 
from residents of city and rural districts 

A series of questionnaires to labor unions, chambers of commerce, 
women's organizations brought hundreds of responses as to the nature 
and amount of cooperation of private organizations with the public 
schools. Chapter XV sets forth in detail the marvelous potentialities 
of outside cooperation with school authorities 

Cooperative studies of overage, slow and rapid progress, dropping out of 
school, were made in Columbus, Dayton and Cincinnati ; of penman- 
ship and composition in Delaware ; of health conditions in a typical 
rural district 

The cooperative nature of the survey made it possible 

To get an account of conditions from all parts of the state, thus 
providing a statewide fact basis 

To utilize all of the immense fund of knowledge and experience 
already in existence bearing directly on the needs of Ohio! 
schools 

To get a comprehensive view of all shades of opinions from all 
kinds of men in all sections 

To provide a new and fruitful way in which a large number of 
experienced school men and women and a smaller number of 
non-professional men and women might give practical expres- 
sion to their interest in public schools thus deepening that in- 
terest, attaining a more intimate view of actual conditions than 
was otherwise possible for many of the workers 

By having a large number of people gather the same facts in the 
same way, to establish in widely separated parts of the state 
groups of people v/ho should know from first hand knowledge 
just how the survey was conducted, and who from having 
passed through a common experience and made therefore similar 
inductions would find it more easy to combine on a construc- 
tive program 

All the facts and descriptive material of the report, except that 
dealing with the training of teachers, were collected by citizens of 
Ohio. Undesirable conditions have been described solely for the 
purpose of making clear the need of improvement, and in every 
such case a constructive suggestion as to corrective measures has 
been offered. Desirable conditions in any community have been 
described in order to indicate what is possible for every com- 
munity, and general good conditions have been indicated as the 
foundation upon which all improvements must be based. The re- 



INTRODUCTION XXlll 

lations betwen facts have been traced, so that the truth may be 
apparent to all, in the belief that a statement of the truth will ulti- 
mately bring about the correct solution for every problem 

As a control on the figures from the whole state, 91 rural schools 
were surveyed in a central county rather above the average in 
material resources. The tabluation of returns from this county 
correspond remarkably well with the state wide results. The close 
correspondence between the figures on the certification and training 
of teachers in service in rural schools obtained (i) by actual visita- 
tion, and (2) from information furnished by teachers who attended 
teachers' institutes in 19 13, supplies another indication of the repre- 
sentative character of the schools chosen, particularly the township 
schools 

For every statement of fact made in this report there is a supporting 
document in the files. These files have been open at all times to 
citizens desirous of specific information. All documents and work- 
ing papers have been placed in the custody of the Secretary of State, 
and are open to public examination on the same basis as all other 
public documents 

Field work was carried on in varying amount in each of the 88 
counties. 592 township elementary schools, 17 centralized and con- 
solidated township schools, 13 special district elementary schools, 
13 village elementary schools and 22 high schools were surveyed, at 
least one day being given to each school no matter how small. For 
purposes of tabulation and comparison in the report "centralized" 
includes centralized and consolidated schools and "Special Dis- 
trict" includes only one room schools in special districts 

With the exception of a few special studies city schools were not 
surveyed. A recommendation of the commission if carried into 
effect, will provide for the survey of many village and city schools 
during the next few years. The commission felt that the rural and 
small village schools, so long neglected by the state and often 
unable for financial reasons to maintain schools of the highest 
efficiency, had the first claim upon the state. The commission 
clearly recognized that the welfare of the rural and village com- 
munities depends largely upon efficient schools, that the welfare of 
the cities depends largely upon that of the rural districts and the 
villages, that the rural problem is a city problem, the city problem 
a rural problem, and that city and rural problems affect vitally the 
interests of the state as a whole 

In order to insure that all field workers should see as many as possible 
of the essential things in the same way, 6 forms or schedules were 



XXIV INTRODUCTION 

drawn up for the survey of elementary schools, and 12 for the survey 
of high schools. These forms were submitted to the close scrutiny 
and criticism of 50 school men and women in all parts of the country, 
— ^parts as widely separated as Massachusetts and the state of Wash- 
ington. Among those who cooperated in the work of sifting the items 
which should appear on the cards were 2 state superintendents of 
public instruction, 2 deans of colleges of education, 2 editors-in-chief 
of leading educational publications, 3 professors in normal schools and 
colleges of education, 2' city superintendents of schools, and 5 men 
whose profession is survey work. In all, 230 changes suggested by 
these men and women and by field workers were made in the original 
forms, a large number of these changes being additions. Still more 
would have been made if limitations of time and space had permitted. 
The forms used in surveying the last 300 schools are the result of 
the best thought of some 100 people. The director of survey was 
forced to ignore many suggestions which were mutually destructive 
and to eliminate after a consideration of relative values many other 
suggestions, good in themselves, which would have made the forms 
too top-heavy and too complicated 

Wherever possible the director of survey called a conference of workers 
at each center and explained the field forms and the method of using 
them. The volunteers at each center were formed into teams of 4 
or 5 members with a professor at the head of each team. When prac- 
ticable each team went out each morning in the same conveyance 
dropping the workers at the schools in the morning and picking them 
up in the afternoon. In many cases conferences were held at the end 
of each day's work around the hotel table. At this time items to 
which answers were doubtful were filled out under the supervision of 
the group director, and notes were written up on all points deemed 
valuable by the conference. In some cases the field workers used the 
trolley lines returning to the home center at the end of each day's work 

From time to time the director of survey held conferences with field 
workers at various centers for the purpose of getting material which 
could not be entered on the cards, to get suggestions as to future lines 
of inquiry and to insure that the workers thoroughly understood the 
method of survey. At one such conference 81 pages of short hand 
notes were taken covering experience of the field workers which could 
not be entered on the cards 

In all, field workers spent a total of 4,291 hours in actual inspection of 
school grounds and apparatus and study of classroom instruction, and 
1,313 hours in conferences with school patrons and in writing up re- 



INTRODUCTION XXV 

ports. On the average 8^/4 hours were given to the study of each 
school 

The director of survey spent 640 hours in conference, 193 in corre- 
spondence, 227 in addresses and travel and 375 in formulating the 
report 

7,596 hours were given to tabulating and summarizing the field material 
and to necessary clerical work. Of this, 543 hours were volunteer 
service 

The subjects covered in the report are given in detail in the table of 
contents 

The topics were determined largely by the urgency of the needs, limita- 
tions of time and money and the provisions of the law authorizing the 
survey 

For obvious reasons names of individuals and places have been con- 
sistently omitted thoughout the report, except where acknowledgment 
is made of direct assistance given to the survey and in chapter XV, 
which deals with outside cooperation with the public schools 

That it was possible to reduce to order the immense mass of details in 
the field data in time to report to the Governor before the special ses- 
sion of the legislature was in large measure due to the office manager. 
Miss Edith Rockwood of the New York Training School for Public 
Service 

Viewpoint 

The survey has taken it for granted that the efficiency of a school 
system supported by the state must be measured in terms of serv- 
ice to the state. The question asked in every case has been, "How 
does this school, or this department, or this institution help or 
hinder the fullest development of the community life?" 

The physical plant of the schools, the care of the plant, the cooperation 
of outside agencies with the school authorities, the wider use of the 
school plant for community purposes, the methods of reporting 
school facts, the living conditions of the teacher, the part taken by the 
teacher in the life of the community where she teaches, the training 
and personality of the teacher, the personnel and business methods of 
boards of education, the character of classroom instruction have all 
been considered from the standpoint of efficiency of service to the com- 
munity and the state 

The teaching and the teacher have been regarded as the central fac- 
tors in educational efficiency. How the teacher's personality reacts 
upon the developing personalities of the pupils, calling forth their 
latent powers, and inspiring them to high accomplishments and. 



XXVI INTRODUCTION 

worthy living have been matters of careful observation and record. 
How to bring every young teacher into contact with professional 
men and women of vision and enthusiasm, light and leading, so 
that she in turn may pass on through personal touch high ideals 
of social service and personal efficiency to every community in the 
state, is a question to which the commission has given careful 
thought 
Selecting one of the minor topics of the inquiry, one might ask what 
difference does it make socially whether the feather duster is used or 
not? Much every way. The feather duster does not remove dust; it 
simply disturbs it and throws it into the air to be breathed in 
large quantities by the children, thus increasing possibilities of infec- 
tion, disease and death. A school without a feather duster and with 
a dustless duster may be made by the teacher an object lesson to every 
housewife in the community. Dust causes through infection, sore 
throat, tonsilitis and other throat diseases. More children lose more 
days from school, and those who attend regularly are not in the best 
condition for work. Thus the community spends more money for doc- 
tors' bills and fails to get full return for the money invested in schools 
on account of irregular attendance. Society suffers on account of the 
waste of public money, the lowered vitality of its future members, 
while the moral tone of the community is lower than it would be if the 
school set a good example in the way of punctuality and regularity of 
attendance and of working always at the top notch of efficiency 

Of what value is information concerning the organized or unorganized 
amusements of a community? It is coming to be recognized that an 
excellent index of a man's character is how he spends his leisure time. 
It is still more true of a community, that the way it amuses itself, the 
way it amuses its children, is of great moral significance. Does it 
make any difference whether the teacher lives in the community where 
she teaches, spends the week ends outside of the district, attends social 
functions in the community, has a good boarding place, has a private 
study room, is paid a decent wage? Do not these questions have a 
direct bearing on the possibility of the teacher's being a recognized 
leader in the community? 

The social significance of the efficient training of teachers, the careful 
supervision of teachers, the thorough equipment of school buildings 
with libraries and apparatus is obvious. The fundamental standard 
therefore, the measure of efficiency, is the amount and character of the 
social service rendered by individual schools 

Further than this — while throughout the report indications of par- 
ticular standards in special departments are frequently made — it 



INTRODUCTION XXVll 

has been the aim of the survey to so state the facts as to bring 
with the statement a clear idea of the desired standard and its ac- 
ceptance by the readers — without an explicit statement of the" 
standards in the beginning. Any standard which is planked down 
cannot have the same force or general appeal as a standard which 
has been arrived at by a process of induction in which the reader 
himself has taken part. The investigators have felt that any stan- 
dard which cannot be made intelligible to and gain the assent of 
the patrons of the public schools has little place in a public docu- 
ment and should so far as possible be avoided. Two of 3 stand- 
ards upon which an effective majority can agree are more valuable 
so far as getting things done is concerned than 100 standards which 
may become the subject of endless discussion 

'The energies of those employed on the survey therefore, have not 
been directed so much to the formulation of standards and the state- 
ment of principles as the discovery and presentation of significant 
facts upon which all can agree — the facts which will logically sug- 
gest standards and principles, and which may form the basis for a 
constructive program 

The commission has not been concerned in this study so much with 
the standing of Ohio in comparison with other states as with her 
standing in relation to her great possibilities. Wherever actual con- 
ditions were found which fall short of the best now possible for 
Ohio, these conditions have been set forth, even though in these 
respects Ohio stands well among the sisterhood of states. The 
commission has inquired not only "Is this good?" but "Might this 
be improved and how?" 

From March ist, 1913, until the 5th of December, 1913, the State of Ohio 
has been making a personally conducted survey of her own schools. 
Prior to November 14th the work was largely done by professional 
men and women of Ohio. On November 14th the patrons of the pub- 
lic schools were invited to gather in all the school buildings of the state 
to conduct experience meetings, to make surveys of local school needs 
and resources 

Thousands of such meetings were held in the state and hundreds of 
communities decided then and there that henceforth school buildings 
should become real social centers. The results of School Survey Day 
alone are worth more to the state, as an example of what use can be 
made of school buildings, than all the money expended on the survey 

On December 5th and 6th, 2,500 people including about 2,000 lay dele- 
gates selected by the various School Survey Day meetings, representa- 



XXVlll INTRODUCTION 

tives from the county organizations of teachers, 50 or 100 representa- 
tives of women's and men's organizations which cooperate with the 
public schools met in conference at Columbus to^ discuss and criticize 
the tentative constructive program of the survey commission 

Such rich educational by-products have fallen to the institutions who took 
part in the survey, that several schools have voluntarily decided to 
continue survey work, as a means of keeping in touch with their com- 
munities and of giving their students valuable laboratory experience 
in the application of efficiency tests. Chapter VI describes a method 
of cooperative surveying by which the state may be guaranteed a con- 
tinuous survey at little expense and the state aided institutions may 
greatly increase their service to neighboring communities 

Ohio has not only initiated a movement which will finally solve the 
educational problem of the state, but has also proved that an effec- 
tive cooperative survey can be made at a cost within the reach of 
any state 



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ADMINISTRATION OF THE OFFICE OF THE STATE 
SUPERINTENDENT OF PUBLIC INSTRUCTION 



Method and scope of investigation 

Like other parts of the survey, the study of the office of the state 
Superintendent of Public Instruction was essentially cooperative. 
At the beginning of the inquiry Superintendent, then Commissioner, 
Miller placed all the data in his office at the disposal of the com- 
mission and instructed the employes of his office to obtain for the 
Commission all information possible. The Superintencient and his 
whole force without exception have cooperated from the start, not 
only in securing facts with regard to the activities of the State 
Department but in carrying on the actual field work. In several 
instances the state Superintendent to facilitate prompt and general 
reply, has sent out over his own name requests for information 
desired by the Commission. A notable example was the collection 
of data from 9,000 teachers in teachers' institutes by the inclusion 
of items on the regular registration card. The state Superintendent has 
statutory control over these institutes to all of which he sends ac- 
credited representatives 

The inquiry into the administration of the State Department 
covered the following topics : advance steps taken during the past 
2 years, improvements effected since the beginning of the survey 
through cooperation between the State Department of Public 
Instruction and the Ohio State School Survey Commission, agricul- 
tural supervision, high and elementary school inspection, the sta- 
tistics published by the State Department of Public Instruction, 
methods of filing and recording, method of financial accounting and 
a study of the official correspondence of the State Department of 
Public Instruction 

Advance steps taken during the past 2 years 

In 191 1 the Cahill bill was passed. It provides for the teaching of 
agriculture in village, township and special districts and for the 
supervision of agricultural teaching by 4 state supervisors of agri- 
cultural education 

•3) 



OHIO STATE SCHOOL SURVEY REPORT 

The State Commissioner of Common Schools in order to aid local 
authorities in establishing agricultural instruction, issued to 
teachers courses of study in agriculture, we^nt or sent supervisors 
to every county institute to explain the purpose and intent of the 
Cahill law, issued numerous bulletins to teachers during the past 
year, issued a pamphlet entitled "Fundamentals in Physics, 
Chemistry and Bacteriology in Agriculture," and is about to issue 
bulletins on school gardening and home gardening 

Since the beginning of the term of the present Commissioner the 
sample text books required by law to be kept in the office of the 
state Superintendent of Public Instruction have been tabulated 
and arranged so that any desired book can be easily located. 
During the work of tabulation it was discovered that from 3,000 
to 4,000 volumes were missing. By correspondence with the 
publishers the files were made complete. All books are now kept 
under lock and key 

All books and pamphlets have been carefully catalogued 

The State Commissioner for the first time in this state has issued 
a suggestive uniform course of study which through the county 
auditors has been widely distributed in the state 

During the first few months of his incumbency, the present state 
Superintendent of Public Instruction made a tour incognito of 
some of the counties in the state, later publishing accounts of 
what he had seen, illustrated by photographs. As a result in 
many communities school house floors were scrubbed, fences were 
rebuilt, better instructors were hired 

The office of the state Superintendent of Public Instruction has 
assisted in the centralization movement by sending representa- 
tives to communities where the matter was under discussion, and 
is about to issue a pamphlet on centralization and another on 
school architecture 

Lists of books and apparatus suitable for the various kinds of 
schools have been published 

A limited amount of modern office appliances has been purchased 
from the contingent fund 

In fine, there has been a steady improvement in office methods and 
arrangements, great aid has been given to the movement for 
centralization, and the efficient teaching of agriculture has been 
fostered by the State Department of Public Instruction 



STATE DEPARTMENT OF PUBLIC INSTRUCTION 5 

Improvements effected through cooperation between 

the State Department of Public Instruction and 

the Ohio State School Survey Commission 

A new high school inspection form has been drawn up, after a study 
of the best forms used in other states 

A new form has been drawn up on which superintendents of cities, 
villages and rural districts will be expected to report in detail the 
educational equipment and physical condition of the schools and 
the academic and professional training of teachers of the schools. 
This form has been sent to each superintendent in the state, and 
as replies are received, they are being filed for reference to be 
used by the high school inspectors and agricultural supervisors. 
This material will also form part of the statistical basis of the 
annual report of the state Superintendent of Public Instruction 

A system of monthly time sheets has been installed in the office of 
the state Superintendent of Public Instruction from which the 
superintendent may learn at any time the amount of work done 
by any employe and the distribution of his time among the dif- 
ferent functions for which he is held responsible. The time sheets 
will be a matter of public record and will form part of the statis- 
tical basis for the annual report of the Superintendent of Public 
Instruction 

Agricultural supervision * 

A state law provides for the division of the state into 4 districts 
each with a supervisor. The supervisors are appointed by the state 
Superintendent of Public Instruction and are directly responsible 
to him. The supervisors are expected to visit rural and village 
communities and school districts in their respective sections and to 
aid and encourage the systematic study of agriculture and related 
subjects. They are required to inspect the teaching of agriculture 
in the schools and to see that the law requiring agricultural instruc- 
tion is observed. They are required to report on each visit to the 
state Superintendent of Public Instruction 

The present system 

The work is distributed among the 4 supervisors as evenly as possible 
taking into consideration the nature of the roads and the facilities for 
transportation as follows : 



♦The statistics in this and the following section were compiled by Thomas 
M. Muir, Youngstown, and Walter W. Grothaus, New Bremen. 



OHIO STATE SCHOOL SURVEY REPORT 



No. of 
counties 

Northwest 24 

Northeast 25 

Southwest , 21 

Southeast 20 



No. township ele- 
mentary scliool houses 



2,674 
2,626 
2,238 

2,686 



Amount and character of field work 

It is impossible to give an accurate statement of the amount of field 
work done by the supervisors, because the department has not had 
in use monthly time reports and, further, in many cases super- 
visors have neglected to make the required reports of inspection. 
The subjoined table filled out from expense reports gives an idea 
of the variety and value of the work performed by the supervisors 



FIELD WORK DONE BY SUPERVISORS OF AGRICULTURE DURING 
THE SCHOOL YEAR 1912-1913 

DISTRICTS 



Nature of Work 



First 



Second 



Third 



I 
Fourth I Total 



Farmers' institutes attended and ad- 
dressed 

Teachers' quarterly meetings and 
township conferences 

Teachers' institutes 

Addresses before men's clubs and 
women's clubs 

Addresses before commercial clubs.... 

Mass meetings held on centralization, 
etc 

Meetings with boards of education. . . . 

Grange meetings, farmers' club meet- 
ings, etc 

Parents' and teachers' meetings 

Country life conferences 

Miscellaneous meetings 

Visits to summer schools 

Attendance and addresses at farmers' 
and school picnics 

Visits to elementary schools 

Talks before elementary schools 

Visits to high schools 

Talks before high schools 

Community lectures 

Filled pulpit on sabbath , 

Commencement addresses 

Visits to school exhibits and county 
fairs 

Corn exhibits and agricultural shows.. 

Assisted in organization of horticul- 
tural, agricultural and rural im- 
provement organizations 



18 

10 
15 

5 
3 



10 

6 
4 
4 



6 

200 

200 

100 

90 

1-2 

4 

25 



12 

10 
21 



31 

12 



30 



5 
275 

275 
100 



12 
15 



23 

121 

20 



28 



15 
25 

17 

124 

124 

54 



15 

107 
11 



33 

28 
31 

19 



49 

38 
37 



20 



183 

178 

92 

92 



12 
25 



123 



86 

169 

87 

24 
3 

31 
99 

44 

41 

4 

45 
49 

28 
782 
777 
346 
182 

12 
4 

45 

131 
41 



123 



STATE DEPARTMENT OF PUBLIC INSTRUCTION 7 

The above record shows that the agricultural supervisors have worked 
hard in awakening public sentiment in favor of better rural schools, 
in securing conformity with the law making the teaching of agri- 
culture compulsory in rural and village communities and in 
securing cooperation of outside agencies with the schools 

Method of reporting work in the field and character of field reports 

A careful analysis was made of the 1003 reports of the 4 agricultural 
supervisors from January ist, 1913 to June 30th, 1913. Of these re- 
ports 258 were from the northeast district, 324 from the northwest 
district, 210 from the southwest district, and 211 from the southeast 
district 

The analysis of these 1003 reports showed that 

I Much valuable information called for by the blanks was omitted, 
e.g. 
In 30 cases reports did not show what school was being reported 

on 
In 45 cases the location of the school visited was not given 
In 169 cases the kind of school district was not stated 
In 70 cases the grade of high school was not given 
In 104 cases the number of grades in the school visited was 

omitted 
In 294 cases the number or subject of recitations in school visited 

was not stated 
In 62 cases the number of pupils in the school visited was omitted 
In 223 cases the number of pupils taking agriculture was not 

given 
In 41 cases the general preparation of teachers was noL stated 
In 212 cases the preparation of the teacher to teach agriculture 

was not stated 
In 33 cases the text-books used were not given 
In 30 cases the condition of the grounds, in 30 the condition ol the 

buildings, and in 29 the condition of the furniture, was not 

stated 
In 108 cases data regarding libraries were not given 
In 133 cases the care of library books and in 188 cases the general 

appearance of these were not mentioned 
In 415 cases where data were omitted it was impossible to tell 

whether the omission was due to the carelessness of the super- 
visors or to the actual absence of the activities specified 
In 280 cases no remarks or suggestions were given 



OHIO STATE SCHOOL SURVEY REPORT 

2 Much valuable information w^as so poorly w^ritten as to be illeg- 
ible, e. g. 

The name of the township was illegible in 28 cases, and of the 

schools in 75 cases 
Remarks were illegible in 8 cases 
39 other entries were illegible 

3 Owing to the ambiguous nature of the wording of the official 
form and failure of the office force to get together on a common 
interpretation, data was so irregularly given under 13 of the 23 
topics the official reports lists, that tabulation of the information 
given was impossible, e. g. 

Although there are only 4 kinds of school districts in Ohio the in- 
formation after the item "Kind of district" was given in 16 different 
ways 
After "No. of grades in school" entries were made such as "All," 

"All but three" (which may mean 11, 7, 9 or 5 grades) 
The item "No. of recitations" was variously interpreted to mean 
the number of recitations per teacher, the number of recitations 
in agriculture per teacher, the number of recitations per day, 
the number of recitations per week, the number of recitations 
in the high school, and the number of recitations in the whole 
school 
After "Preparation of teacher" — which evidently means one 
teacher — general statements were made as to 15 or 20 teachers, 
definite statements as to the academic training of one teacher 
were given, or such terms as "Good," "Poor," "Well prepared" 
were used 
After "Volumes in school library" such entries were made as 
"Yes," "Reference," "Enough," "Several hundred" 

4 The figures in many cases were unreliable on their face, e. g. 
Although the numbers of male and female pupils are called for, in 

163 cases the total only was given 
Out of 258 reports from one supervisor, 83 reports give the 

number of boys as exactly equal to the number of girls, although 

such coincidences were rare in reports from other supervisors 
In 2 instances the total number of pupils was reported as less than 

the number of pupils in the 7th and 8th grade and the number of 

pupils studying agriculture 



STATE DEPARTMENT OF PUBLIC INSTRUCTION 9 

The use made of the reports of agricultural supervisors 

These reports were rarely if ever, referred to in the routine work of 
the office, although full and thorough oral reports were made by 
the supervisors in conference with the Superintendent of Public 
Instruction 

These reports were not, and could not be used to check up the work 
of the supervisors or to determine the amount and character of 
agricultural instruction throughout the state 

These reports are practically valueless for purposes of administration 
or publicity and their nature shows that neither the supervisors 
nor the central office took them as seriously as their possible value 
warranted 

Material from these reports was not, and could not be used in the 
annual reports of the State Commissioner of Common Schools 

That the reports were in this condition, was due partly to the following 
facts : 

1 The important question after the passage of the law making 
agricultural instruction compulsory, was thought to be "Is the 
law being obeyed?" not "How is the law being obeyed?" 

2 The number of school districts to be visited was very large and 
the number of supervisors comparatively very small for this 
initial work 

3 The supervisors were compelled by the nature of their work to 
spend a large part of their time in conferences with boards of 
education and in addressing public meetings of school patrons 

4 The work was new and the forms used rather experimental 

Constructive suggestions 

In order that data from the field may be presented in such a form as 
to measure the efficiency of the field work and form a basis for ad- 
ministrative action, the following suggestions are made : 

That separate forms be made out for high schools, the different 
kinds of elementary schools, conferences, institutes, public meet- 
ings 

That these forms call for all significant material readily obtainable 

That the headings be so worded as to make more than one interpre- 
tation impossible 



lO OHIO STATE SCHOOL SURVEY REPORT 

That the supervisors receive full and uniform instructions as to the 
manner and time of reporting 

That the reports from the schools be checked up with monthly time 
sheets, so as to insure as far as possible that all schools visited 
be reported on 

That the reports be tabulated monthly and annually by the statis- 
tician in order that the material coming in from the field may be 
currently available to the state Superintendent of Public In- 
struction 

In order that the work of the supervisors of agriculture may bring in 
as large returns as possible for the outlay in salaries and traveling 
expenses the following suggestions are made : 

That the scope of the work required of the supervisors be enlarged 
to definitely include assisting in the development of social centers 
in rural school buildings and in fostering the wider use of the 
school plant 

That the supervisors be required to observe and report upon the 
teaching of ordinary academic branches paying particular atten- 
tion to the correlation of these subjects with the everyday expe- 
rience of the children and the life and interests of the community 

That the title of the office of "Supervisor of Argriculture" be 
changed to "Supervisor of Agricultural Education and Rural 
Organization" 

High and elementary school inspection 

State inspection of schools 

Legally the inspectors of the state department are not high school 
inspectors, but common school inspectors, i. e., they are inspectors 
of both elementary and high schools. In practice, high school in- 
spection requires most of their time. In fact, on October i, 1913, 
many high schools had not been inspected by the state department 
since inspectors were first appointed in 1909. A great deal has 
been done by the inspectors in settling local difficulties and in pro- 
moting centralization, but there has been little actual inspection of 
work in elementary schools 

A close study was made of 136 reports sent in during the last 3 school 
years on 100 high schools located in 60 counties. Fifty schools were 
selected from the list of each of the 2 inspectors. Of the 100 schools, 
20 were in special districts, 30 in village districts and 50 in township 
districts 



STATE DEPARTMENT OF PUBLIC INSTRUCTION II 

Thirty-eight schools were inspected twice, 4 three times, and 58 only 
once in 3 years 

One inspector had reported on all inspections made. The other 
could find but 28 reports out of 107 which should have been made 
in 1913 

Much material called for in the reports could have been obtained 
more readily from other sources, e. g., the data on tax rate were 
so meagre that tabulation was impossible. No information as to 
grade of school visited was given in 4 cases 

Information as to academic training of superintendents, principals 
and teachers was very incomplete ; no data whatever were given 
with regard to 40 superintendents and 30 principals 

In addition to 22 schools for which all reports were lacking, reports 
from 6 schools failed to give the certification of teachers 

The reports indicated that 28 superintendents and 21 principals of 78 
schools reported on, held bachelor's degrees 

The reports show that 10 superintendents and 13 principals were 
teaching on one-year certificates ; 7 superintendents and 9 princi- 
pals on two-year certificates; and 7 superintendents and 7 princi- 
pal on three-year certificates 

Fifty-five high schools reported no agricultural apparatus, 23 no 
physical apparatus, and 67 no chemical apparatus 

In 83% of the schools the total laboratory equipment was less than 
$300 in value 

Two schools reported some 25-minute periods of instruction; 4, 
some 30-minute periods ; 3, some 35-minute periods, and 28, 40- 
minute periods. Eight only reported 45 and 50-minute periods 

In their school libraries, 23 schools had no reference books; 31, no 
biographies; 26, no histories; 28, no poetry; 51, no prose classics; 
49, no agriculture, and 60, no popular science 

Sixteen schools had less than 100 volumes in their libraries, and 7 
had over 600 

The reporting on class room instruction is entirely lacking in uni- 
formity, so that comparisons from year to year are impossible. In 
addition to the 22 schools from which there were no reports, no 
data were given as to class room instruction in 13 reports 

The method of reporting the spirit of school ofiicers is not uniform. 
Reports, however, were favorable in 49 cases and unfavorable in 18. 



12 OHIO STATE SCHOOL SURVEY REPORT 

Following are examples of remarks made by the high school in- 
spectors regarding school officers : 

"Anxious to further school interests" 

"Not satisfied with any but the best" 

"Think themselves progressive, but are stingy" 

"Not much interested. Not progressive" 

"Stand pat" 

"Lacked knowledge of duties" 

"Want first grade but object to expense" 

Needs of both elementary and high schools were reported as follows : 
Supplementary readers in 4 schools 
Laboratory in 31 schools 
New building in 10 schools 
More teachers in 10 schools 
Libraries in 31 schools 
Laboratories and libraries in 23 schools 
Better teaching in 5 schools 
Less contention in 3 schools 
More money in i school 
More pupils in 4 schools . 
Miscellaneous needs in 11 schools 

Buildmgs were reported as 
New in 3 cases 

In good condition in 28 cases 

In fair condition in 14 cases and in poor condition in 16 cases 
No reports were given in 39 cases 

The accompanying graph* indicates the proportion of total school time 
in each week given to the various subjects by the 100 schools in- 
spected at the time of the latest visits recorded 

The following facts gathered from the records themselves indicate 
the degree of effectiveness of the state inspection : 

Twelve per cent of the schools increased the length of the school 

year to 36 weeks 
Twenty per cent of the schools increased their teaching force 
Five per cent decreased the number of recitations per teacher 
Thirty-two per cent increased the value of laboratory equip- 
ment 
Twenty-six per cent increased the value of library equipment 
Five per cent improved the character of class room instruction 

*Tlie charts and graphs in the report with the exception of 2 were drawn 
by Miss Josephine A. Meyer of the New York Bureau of Municipal Research. 



STATE DEPARTMENT OF PUBLIC INSTRUCTION 



13 



Five per cent provided better physical conditions 
Fifteen per cent of the inspectors' reports recommended revo- 
cation of charters 
Thirty-one per cent of the reports recommended granting or 
raising the grade of charters 

Course of study 



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rerman, Uevieivs, Commercial Arithmetic, 
Chemistrj/, Bookkeeping, Zoology, Biolo^Y, 
Geology^ Economics, Psychology 

That the inspection failed of the highest efficiency is indicated by the 
following facts taken from the record : 

Only 8% of the schools affected were reported as having made 

any representations to the state department 
Five per cent of the schools decreased their teaching force 



14 OHIO STATE SCHOOL SURVEY REPORT 

Five per cent increased the number of recitations per teacher 
Fourteen per cent showed a decreased value of laboratory 

equipment 
Eleven per cent of the schools had no laboratory equipment in 

any year when inspections were made 
Fourteen per cent showed decrease in value of library 
Five per cent had no library in any year of inspection 
At least 50% of the schools were not held to the department's 

standard of laboratory equipment 

,.\ ' i ■; 

A very large part of the failure to approximate 100% efficiency has been 
due to 

1 The inadequacy of record and report forms 

2 Carelessness on the part of several inspectors, past and present, 
in the matter of reporting 

3 A poor filing system 

4 The failure to have the reports analyzed statistically and digests 
made for the state Superintendent of Public Instruction. The field 
work of the inspectors has been faithfully done, but more systematic 
central supervision and coordination are necessary 

There has been marked improvement along the following lines since 

September 1913: 

A new and carefully considered form of report for superintendents 
and high school principals has been drawn up. The majority of 
schools have already filled out and sent in their reports 

The headings of this form are so worded as to standardize in- 
formation 

A new form of inspector's report has been drawn up which pro- 
vides for fuller information with regard to salient topics 

Reports are in all cases being filed as inspections are made. All 
reports are full and complete and will constitute, after a year or 
two. a very valuable series of records 

High school inspection by the Ohio State University 

One hundred high schools, inspected in 1912-1913, were selected and 
the reports on these schools, for 3 years back, were analyzed 

Of the 100 schools represented in the analysis, 60 were examined only 
once in three years, 32 twice, and 8 three times 

In IQ13, 52 were ranked as accredited, 40 as recognized and 8 as un- 
classified 



STATE DEPARTMENT OF PUBLIC INSTRUCTION 1 5 

Eight schools were promoted from the recognized to the accredited 
list in the 3 years, one was promoted from the unclassified to the 
accredited list and one was dropped from the recognized to the 
unclassified list. Ninety-seven of the schools were first grade high 
schools and 3, second grade, on the list of the state department. 
This indicates that only 52 of the 97 first grade high schools were 
on the accredited list of the university 

Thirty-seven of the first grade high schools were recognized and 8 
unclassified 

From 2% to 4% of the reports om,it data as to number of children of 
school age, average daily attendance, number of teachers, number 
of pupils per teacher, etc. 

The analysis developed the following facts : 

Reference books in high schools were often so old as to afiFect 
seriously their value for school purposes. Sixteen percent of the 
schools reported dictionaries of the 1904 edition or earlier 

No additions to the library were made during the year 1912-1913 
in 15% of the schools. In 45% of the schools the increased value 
was less than $80. In 9% the increased value was from $200 to 
$500 

Twenty- two per cent of the schools visited required no collateral 
reading 

School buildings were reported as good in 39 cases, fair in 17 cases 
and poor in 6. In 23 cases the reports so lacked uniformity as 
to render tabulation or later comparison impossible 

Ten per cent of the school buildings were erected before 1870, 
46%, since 1900 

Men formed 50% of the teaching force of the 100 high schools in- 
cluded in the study 

In schools which contained the grades also, 94% of the teachers in 
the grades were women 

The average number of teachers per school was 6 and the min- 
imum number 2 

Forty-seven per cent of the schools visited showed an increase in 
high school faculty, while only 5% showed a decrease in faculty 

In the grades, 29% showed an increase in faculty and 24 a decrease 
A decrease in the number of pupils per teacher was reported in 40% 
of the schools and an increase in 60% of the schools 

The average number of pupils per teacher was 24, the maximum 
35 and the minimum 10 



1 6 OHIO STATE SCHOOL SURVEY REPORT 

Out of ii8 reports under this head 

30 minute periods were reported in 2 cases 

40 minute periods in 54 cases 

Between 40 and 45 minute periods in 17 cases 

45 minute periods in 43 cases 

60 minute periods in 2 cases 

Where the periods were less than 40 minutes the subjects were 
music and spelHng and the like 

Eighty-four of the schools reported that it was the policy of the board 
to employ only college graduates. Nine schools reported no such 
policy 

Eleven schools whose boards say that they make it a policy to hire 
college graduates only, had more non-graduates than graduates. 
Two such schools had no college graduates in the faculty 

Where there were grades attached, 45 boards tried to insist on at 
least I year of normal training. Thirty-four boards did not pursue 
this policy. 

Fifty-four schools reported some form of encouragement given by 
boards of education to teachers willing to improve themselves by 
summer study or travel. In 40 schools the encouragement was of a 
financial nature 

Fifty-six schools reported good, 24 ordinary, 11 no cooperation of the 
school authorities with public libraries. In 8 cases the school and 
public libraries were identical. One school reported no library 

Forty-seven per cent of the schools showed an increase in school libra- 
ries since 1912. Twenty-eight per cent showed a decrease 

Sixty-two per cent of the schools reported that the books are classified, 
38%, that they were not classified 

Fifty schools reported no general study room 

In 41 schools classes studied in regular class rooms. Nine schools were 
not reported under this head 

Auditoriums were found in 28 schools. Fifty-three schools had no au- 
ditoriums. No entries under this head were made for 29 schools 

Rest rooms were reported in 38 schools. These were lacking in 36 
schools. The facts were not entered for 26 schools 

Gymnasiums were reported in but 18 schools. There were no entries 
under this head in 28 cases 



STATE DEPARTMENT OF PUBLIC INSTRUCTION I7 

Reference to sanitary conditions was omitted in reports of 6 schools 
Of the remainder, 76 schools were reported as in good condition, 
15 in fair condition and 3 in poor condition 

Decorations were reported as entirely absent in 5 cases and as worth 
less than $25 in 23 cases. The item was not filled out in 11 cases. 
One school reported the value of decorations as $3,000. The aver- 
age value was $137 for the 69 schools for which full reports were 
made 

But 59 reports give data as to condition of maps and charts used 
in the teaching of literature, history, Latin and other subjects 

In 6 schools, maps and charts were reported as in poor condition 

Eighty-one schools were reported as issuing no annual reports. This 
item was omitted in 14 cases. 

Forty-eight schools were reported as publishing no manual of courses 
of study. Fifteen schools were not reported on this head 

Of the total value of all laboratory apparatus 
34.8% was physical 
20.4% was chemical 
11.4% was manual training 

7.3% was commercial practice 

5.0%, was domestic arts 

4.0% was botanical 

3.1% was zoological 

1.8% was agricultural (many of the schools were city schools) 
22.0% was miscellaneous 

Nine schools were reported as having no apparatus 

Of the 40 schools inspected in 1912-1913 and at least once previously, 
27 had increased the value of laboratory apparatus and 13 had 
allowed it to decrease 

Reports indicate that 89% of the superintendents, 84% of the prin- 
cipals and 84% of the teachers had completed or partially com- 
pleted the high school course 

Thirty-two per cent of the superintendents, 32% of the principals and 
21% of the teachers had had some normal training 

Eighty-seven per cent of the superintendents, 82% of the principals, 
80% of the teachers had had complete or partial college training 

2 s. s. 



15 OHIO STATE SCHOOL SURVEY REPORT 

Of 175 teachers reported on, 31% had taught two years or less in 
high school 

Thirty-nine superintendents, 24 principals, and 60 teachers were re- 
ported as having had some experience in other callings. These 
professions and occupations included in addition to 12 others, farm- 
ing, orchestra work, salesmanship, clerking in drugstore, railway work, 
bookkeeping, unskilled labor, banking, electrical engineering, law 

Of 285 teachers reported under this head, 230 teachers are reported 
as giving instruction in subjects for which they are best prepared 

Special training for their particular work was reported by 51 out of 
82 superintendents, 47 out of 83 principals and 126 out of 203 
teachers 

Out of 82 superintendents reporting, 44 pursued some definite method 
of securing professional growth. Thirty-nine principals out of 83, and 
79 teachers out of 203 made similar reports 

Eighty-eight per cent of the superintendents are reported as holding 
professional certificates, 65% of the principals and 53% of the 
teachers. Two principals do not report high school certificates. 

Of 118 teachers reporting, 58 had no unoccupied periods which might 
be given to preparation 

Of 139 teachers reporting, 102 v/ere occupied for from 30 to 40 periods 
per week. Ninety-four heard over 30, and 4, over 40, recitations per 
week 

Three principals taught over 40 periods per week and 36 between 
30 and 40 periods per week 

Out of 75 superintendents reporting, 10 gave all their time to super- 
vision 

Of 79 superintendents reporting, 55 received less than $1,500 per 
annum, 8 received more than $2,000 

Of 83 principals reporting, 52 received less than $1,000 per annum, 
2 received more than $2,000 

Out of 181 teachers reporting, 50 received less than $600 per annum 
and 131 less than $900. 31 received over $i,ooD per annum. None 
received over $1,500 

In 2 cases, the files contained one letter, and in one case 2 letters, 
sent to school officers after inspections, the total number of in- 
spections being 152 



STATE DEPARTMENT OF PUBLIC INSTRUCTION ig 

Letters from school officers were filed with reports in i8 cases. In 
3 of these, 2 letters were filed from the same board of education 

The letters were mainly of a routine character but one contained a 
protest against the judgment of the inspectors 

Each one of the 152 reports contained a resume of conditions found 
and gave reasons for the recommendations made 

All reports were neatly filed in an orderly manner. For the most 
part they were well filled out. As the previous pages indicate 
there were some omissions and some lack of uniformity in the 
interpretation of items called for. Omissions were at least in part 
caused by reluctance of teachers to give the facts. The letter below 
is typical : 

"Dear Sirs : 

Inclosed find report. I have been unable to secure the reports from the 
teachers. They seem to be averse to submitting them. Only one of the grade 
teachers has had normal training. 

Very truly yours, 

Superintendent" 

What superintendents say of high school inspection by state 
inspectors and university visitors 

A questionnaire was sent to 942 superintendents whose school sys- 
tems contained high schools. Replies were received from 132 first 
grade high schools, 35 second orrade high schools and 10 third 
grade high schools 

The following facts were brought out by these replies : 

Five first grade, 9 second grade and 4 third grade high schools had 
not been visited since 1909 by either the state inspector or uni- 
versity visitors 

Ninety-six inspections had been made by the university since 1909 
and 106 by the state. All but one of the university inspections 
had been of first grade high schools. Twenty-eight state inspections 
were of second and third grade high schools 

Since 191 1, 33 half day visits had been made by state inspectors 
and 36 by university visitors. Twenty-five whole day visits had 
been made by state inspectors and 14 by university visitors. Nine 
visits of more than a day had been made by state inspectors and 26 
by university visitors 

Sixty-nine schools reported no changes made at the instance of state 
inspectors and 114 none at the instance of university visitors 



20 OHIO STATE SCHOOL SURVEY REPORT 

One hundred five superintendents reported changes good in their judg- 
ment, made at the instance of state inspectors, and 49 at the instance 
of university visitors 

Nine superintendents reported changes bad in their judgment, made 
at the instance of state inspectors, and 7 at the instance of uni- 
versity visitors. In most cases the bad changes were either reduc- 
tion of rank or the enforcement of language requirements 

Seventeen reported carrying courses only because forced to do so by 
the state, and 11 only because forced to do so by the university 

Twenty-two superintendents reported that courses desirable for the 
communities concerned have been crowded out by state require- 
ments and 10 reported courses crowded out by university require- 
ments. In most cases the forced inclusion of language studies 
in the courses of study was said to be responsible for the crowding 
out of other courses 

In practically every case, superintendents spoke well of both uni- 
versity and state inspection 

General conclusions 

Both systems of inspection have done much to raise the standards 
of instruction and equipment 

Inspection is insufficient in amount as is indicated by the number 
of schools which have received no visits since 191 1 and the num- 
ber which have received only half day visits or less 

To prevent duplication, the university has largely confined itself 
to first grade high schools in large communities, while the state 
department has paid particular attention to other schools 

While prevention of duplication is good, such prevention at the 
expense of loss of contact of the state department with larger 
schools and of the university with smaller schools is extremely 
undesirable. In addition to this the present system accentuates 
a natural divergence in standards and point of view of the two 
departments. It is desirable that the visitors of the state uni- 
versity should be in close and continuous contact with the edu- 
cational needs of all sorts of communities, and that the state 
department should be in close contact with the performances of 
schools which contribute most largely to the student body in the 
various colleges of the state 

The state department does not as a matter of routine, send duplicate 
records to the Ohio State University nor to any other state aided 



STATE DEPARTMENT OF PUBLIC INSTRUCTION 21 

institution; neither does the Ohio State University send dupli- 
cates of its records to the state department. Casual and rather 
infrequent conferences cannot make up for this immense loss to 
to the state, due to lack of cooperation and unified management 

Reports indicate that some smaller communities must either sac- 
rifice courses essential to the community life or be penalized by 
being refused full recognition for college entrance. Such cases 
need not occur and standards need not be lowered, if state aided 
institutions provide some course to which every graduate of an 
efficient four year high school may be admitted, provided he has 
completed the required number of correlated units. A boy or 
girl "long" on mathematics and "short" on language, as a result 
of local needs and condi;tio:ns, surely could be provided with 
some course in some department which he could fit into without 
lowering one iota the final standard of college graduation even 
in language 

Reports of high school inspectors are not readily and automatically 
available for all state aided institutions 

Constructive suggestions 

In order that as many points of view as possible may be brought to 
bear on high school inspection, that every high school in the state 
may be effectively inspected at least once every 2 years, that experi- 
ence gained in the field may be made available in teachers' training 
courses, that the official reports on all inspections may be made easily 
available to all state aided and private higher institutions of learning, 
and that expensive duplication be avoided, the following recommenda- 
tions are made : 

That 2 full time high school inspectors not connected with any college 
or university, be employed in the office of the state Superintendent of 
Public Instruction 

That 2 men shall be selected from the faculty staff of the Ohio State 
University College of Education by the state Superintendent of 
Public Instruction each of whom shall give one-half of his time to 
teaching in the College of Education 

That the state Superintendent of Public Instruction shall select 
one man each from the faculties of the Ohio Normal Colleges at 
Oxford and Athens and the Ohio Normal Schools at Kent and 
Bowling Green who shall give one-half of his time to high school 
inspection, and one-half of his time to teaching in the normal 



22 OHIO STATE SCHOOL SURVEY REPORT 

school or normal college- with which he is connected and in sur- 
vey work in his particular district 

That the salaries of all part time men shall be prorated between 
the office of the state Superintendent of Public Instruction and 
the educational institutions concerned and that all inspectors 
shall be in the fullest sense responsible to the state Superintend- 
ent of Public Instruction 

That the part time men from the Ohio State Normal Colleg-e of 
Miami University, the Ohio State Normal College of Ohio Uni- 
versity, the Ohio State Normal School at Kent and the Ohio 
State Normal School at Bowling Green be the heads of the De- 
partments of Efficiency Tests and Survey in their respective in- 
stitutions 

That all these high school inspectors meet at the call of the state 
Superintendent of Public Instruction for conference and direction 
and to recommend to the state Superintendent official ratings 
for the high schools inspected 

That the Superintendent of Public Instruction assign schools to each 
inspector so that there shall be no duplication 

That 7 copies be made of each report of inspection, one to be filed 
with each of the state aided institutions and two to be filed in the 
office of the state Superintendent of Public Instruction, one to 
be kept always on file and the other to be circulated among pri- 
vate institutions on request 

That the state Superintendent of Public Instruction be authorized 
to appoint professors from any private institution of learning or 
from a supervisory or teaching force of any public system to in- 
spect high schools in their vicinities at a per diem wage 

Statistics published by the State Department of 
Public Instruction 

The method of collecting the material 

The state Superintendent of Public Instruction receives reports 
annually from 

The county auditors 

Supervised districts maintaining high schools 

The county boards of school examiners 

The city boards of school examiners 

The State Board of School Examiners 

Executive committees of teachers' institutes 



STATE DEPARTMENT OF PUBLIC INSTRUCTION 23 

Reports from county auditors 

District clerks' reports are due at the office of the county auditors on 

August 31st of each year 
Abstracts of district clerks' reports made by county auditors are due 

at the office of the state Superintendent of Public Instruction 

September 20th of each year 
On September 20th, 1913, out of 88 abstracts due 13 were on hand 
The county auditors also have to send in enumeration returns. These 

are due on the third Saturday in July of each year. Forty-five 

counties out of 88 had these reports in on time. The common school 

fund is distributed on the basis of these reports 

Reports from clerks of districts having high schools 
The data contained in these reports are mainly educational, but some 
financial material such as salaries and value of school property is 
reported by the clerks. These reports are due on August 31st. On 
September ist, 1913, out of 1,000 due, 870 were on hand 

Reports of county boards of school examiners 

County boards of school examiners report on number of applications 
for certificates, number of certificates granted, number of appli- 
cants rejected, cost of examinations, examinations for admission to 
high school, etc. These reports are due August 31st of each year. 
On September ist, 1913, 29 were on hand out of 88 due 

City boards of examiners 

These boards report on the same items as the county boards. Their 
reports are due August 31st. On September ist, 1913, 20 were on 

hand oitjit of 80 due 

i 

State Board of School Examiners 

The State Board of School Examiners keep their record book at the 
office of the state Superintendent of Public Instruction. This 
record book is used in lieu of a report 

The method of presenting the material 

The statistics published by the State Department of Public Instruction 
appear only in the annual report to the Governor, of the state 
Superintendent of Public Instruction. The statistics occupy about 
300 pages out of a 400 page report 

A praiseworthy feature, rarely found in reports, is that the general 
summary of statistics which would be valuable, if it were reliable^ 
occupies the first 12 pages of the statistical section 



24 OHIO STATE SCHOOL SURVEY REPORT 

Time of publication 

The report for the school year 1911-1912 ending August 31st, 1912, 
was presented to the Governor on December gth, 19 12, in manu- 
script form, but was not ready for distribution until September 
15, 1913 

Value and reliability of the statistics published in the annual report 

to the Governor 

The value of the figures is largely destroyed by the frequent omission 

of important data from many districts. This renders the general 

summary absolutely useless, e. g. 

On page 70 of the 191 1 report the "Whole number of high school 
graduates in history of the schools" is given for township districts 
as 8,973 i^ 1910 ^"d as only 7,627 in 191 1, although on the pre- 
ceding page it is stated that 1,223 pupils graduated in the mean- 
time. The discrepancy is apparently due to the fact that more 
districts failed to report on this item in 191 1 than in 1910. In any 
event greater vigilance the following year led to a sudden increase 
in 1912 to 9,537 

On page 68 of the 191 1 report it is stated that the number of stu- 
dents taking domestic science decreased over 3,000 or about 20% 
of the number taking, and manual training decreased over 12,000 
or more than 40%. Equally astounding increases of over 9,000 
in domestic science and 6,000 in manual training are recorded in 
the 1912 report, no doubt due to more complete reporting 

On page 106 of the 191 1 report out of 19 items called for, one county 
gives but one 

On pages 141 to 143 of the 191 1 report where the enrollment by years 
is called for, as well as the extremely valuable information as to 
how many of the first grade were beginners and how many left 
overs, there are 12 cities out of 81 for which no figures whatever 
are given 

On pages 144 to 147 of the 191 1 report, 24 cities out of 81 give no 
information with regard to one item bearing on the retardation of 
pupils 

The value of the figures for use by administrative officers or students 
of education is destroyed by captions, the meanings of which are 
not clear and which are nowhere explained in the report, nor indeed 
on the original forms from which the statistics were compiled. The 
absence of necessary explanations on the original forms makes 



STATE DEPARTMENT OF PUBLIC INSTRUCTION 25 

practically worthless the material gathered because the persons 

filling out the forms do not have definite common standards, e. g., 

among many other cases 

Amount paid for elementary tuition, P. 144, 1912 report 

Withdrawn from high school within the year, P. 176, 1912 report 

Retarded pupils, P. 92, 1912 report 

Overage, P. 92, 1912 report 

Overage of first year high school pupils, P. 68, 1912 report 

The value of the figures is destroyed by apparent discrepancies which 

cannot be satisfactorily explained either by the statistician of the 

State Department or by at least some of the county auditors, e. g., 

among many other cases 

In table XV of the 1910 and table XIV of the 191 1 reports, the 
balance on hand September i, 1910 is given differently in 55 cases 
out of 88. These are the figures sent in by the county auditors 

In one such case the difference was $351,790.91. This difference is 
not explained and is not explainable by the balance of the out- 
standing orders unpaid which is only $342.98. No doubt there is 
a satisfactory explanation, but its absence makes any use of the 
figures impossible 

In table XV of the 191 1 report and table XIV of the 1912 report the 
statements of "Balance on hand September ist, 191 1" differ in 53 
cases out of 88. That the balance of outstanding orders has 
nothing to do with the difference is shown by the fact that in 27 
cases the balance shown in the 1912 report for September ist, 
1911, is greater than the balance at that date as shown in the 1911 
report. In one case the 1912 report showed a greater balance on 
September i, 191 1 than the 1911 report by $42,372.19 

On page 18 of the 1912 report the number of applications for 
teachers' certificates rejected, 18,682, plus the number of certifi- 
cates granted 24,243, does not equal the number of applications, 
43*607. If necessary another entry should be made to enable a 
balance to be struck 

Constructive suggestions 

In order that the state Superintendent may be supplied promptly with 
reliable data it is recommended that 

Warrants for the salary of county auditors for the month of Sep- 
tember each year require before payment, the signature of the 
state Superintendent of Public Instruction, and that the state 



26 OHIO STATE SCHOOL SURVEY REPORT 

Superintendent of Public Instruction be given authority to hold 
up the salary of a county auditor for any month in w^hich infor- 
mation called for is not supplied 

County auditors be authorized and required to hold back payment 
of the August installment of the state common school fund 
from districts w^hose clerks have failed to send in the required 
reports to the county auditors on or before the legal time, until 
the next regular payment from the state common school fund 

Whenever a district fails to send in to the county auditor any 
required report on or before the day set by lav^r, the county auditor 
be authorized and required to employ competent persons to 
secure the required information, deducting the expenses of such 
person from the first payment thereafter from the state common 
school fund 

Boards of education be authorized and required to deduct from the 
salary of the district clerk any deductions from the district allot- 
ment of the state common school fund due to failure of the 
clerk to report at the required time 

In order to facilitate the collection of data in township districts 
the clerks of the boards of education be elected directly by the 
boards as is the case in all other school districts 

All teachers, clerks and auditors be required to swear to the cor- 
rectness of their returns previous to payment of any state funds 
to counties or districts 

Methods of filing and recording 

Present system 

The files of the office of the state Superintendent of Public Instruction 
include a complete card catalogue of all the text books used in the 
state of Ohio arranged according to names of publishers and sub- 
jects, and giving the number of the shelf on w^hich each book is 
to be found. The reports of the agricultural supervisors and of the 
inspectors of public schools are arranged alphabetically by county 
but no corresponding cards are kept. A book record of high school 
inspections has been begun and when completed will be of great 
value 

Correspondence is filed alphabetically but no card index is kept listing 
the correspondence according to subject, names of persons writing, 
names of persons to whom sent, addresses of persons sending or 
receiving letters or date of letters. No record whatever is kept 



STATE DEPARTMENT OF PUBLIC INSTRUCTION 2^ 

of routine letters such as deal with interpretation of the law. Many 
of these are destroyed. The office is not provided with a fire and 
burglar proof safe for the care of the many records and documents 
which it would be impossible to replace 

Study of correspondence of State Department of Public Instruction 

An attempt was made to study a year's correspondence of the office of 
the state Superintendent of Public Instruction, but it was found 

That the letter files did not contain copies either of all letters sent 
out nor of all incoming letters. Many routine letters are destroyed 
immediately, many letters are returned with the requested infor- 
mation written on them and many important letters are held until 
the matters to which they relate are settled when the letters are 
destroyed 

That although the office is constantly called on for advice in local 
matters and explanation of the school law, records of such advice 
given and information sent, are not complete and, on account of 
lack of filing facilities, are not readily available 

That a cross section study of the correspondence might be made, all 
of the outgoing and incoming letters for one month were saved 

Of the 1,294 letters com.ing in to the office 68.6% were answered by let- 
ter, 16.3% by sending material requested, 4.6%. were answered, but 
copies of letters were not filed, and for 10.5% there was no record 
of any answers. Of the unanswered 10.5%,, at least 5% required no 
answer 

Of the 1,281 outgoing letters 1,158 or 90.4% were in answer to in- 
coming letters and 123 or 9.6% were initiated in the office 

Of the 947 answers to correspondents, 167 or 17.7% were dictated by the 
superintendent himself and 82.3% by subordinates 

Twenty per cent of the 167 answers dictated by the superintendent 
required his personal attention while the remainder concerned 
matters which could easily have been turned over to subordinates 
if suflficient help of this sort were available 

Thirty-seven percent of the answers to correspondents involved state- 
ments and explanations of points of law. Much of the time spent on 
these matters could be saved by having transcripts made of the laws 
most commonly needed and sending them out with any necessary com- 
ments 

The following table shows the distribution of correspondence by sub- 
ject matter: 



^8 



OHIO STATE SCHOOT SURVEY REPORT 





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1 



STATE DEPARTMENT OF PUBLIC INSTRUCTION 29 

Lack of sufficient room for records and inadequate equipment and 
clerical assistance is the chief cause of the weakness indicated above 

Constructive suggestions 

Card indexes with cross references should be kept for correspondence, 
field reports, etc. Some record should be kept of requests for 
information and publications of the department. All letters should 
be preserved for a certain specified time before being destroyed 

A modern safe should be furnished for the safekeeping of valuable 
records and much more space for files and indexes should be pro- 
vided 

Method of financial accounting 

The accounts are well kept on forms prescribed by the State Board of 
Uniform Accounting. By using the time sheets which have just 
been installed by the state Superintendent of Pubhc Instruction in 
connection with the ledger now kept, it will be possible to compute 
monthly and annually the cost of the different functions performed 
by the State Department as well as the cost per hour of each 
function 

General criticism 

The state Superintendent of schools has no deputy who can be left in 
charge of the office during the superintendent's absence and to whom 
matters of secondary importance, but requiring great care in handling, 
can be referred 

As a result the state Superintendent is immersed in such a mass of 
detail that he is forced to spend most of his time on matters of 
routine and in making the present system move as smoothly as 
possible, and can give little time to thinking out and effecting 
advance policies 

The 3 clerks in the office are kept busy in making out examination 
papers, compiHng statistics, answering letters and in various office 
details, and on account of lack of time can be of little assistance to 
the superintendent outside of matters of mere routine 

The department has no facilities for acting as a clearing house for 
information by which knowledge of advance steps taken in one 
part of the state can be made available to all parts of the state 

Salaries of the office force are so inadequate as to make it impossible 
to hold men of the highest ability even after they have been secured : 
minimum salary $1400; maximum salary $2000 



^O OHIO STATE SCHOOL SURVEY REPORT 

Constructive suggestions 

In order that the office of the state Superintendent of Public In- 
struction may be in a position to do more to stimulate advance steps 
in education, the following constructive suggestions are offered: 

That a Deputy Superintendent of Public Instruction be appointed 

That the salaries of office employees be increased to correspond 
with the importance of their duties and with salaries in other 
departments in order that the highest type of men may be em- 
ployed and retained 

That a Bureau of Efficiency and Economy be established within 
the department which shall 

1 Act as a clearing house for educational information for the 
state of Ohio 

2 Conduct an educational museum which shall contain models 
of rural schools, type plans for all sorts of schools, samples of 
all sorts of educational devices, school furniture, school equip- 
ment, sanitary and hygienic arrangements and devices, forms 
of records and reports, etc. 

3 Cooperate with and act in an advisory capacity to any board of 
education, normal school, college or university desiring to con- 
duct an inquiry along any educational lines, administrative, 
supervisory, instructional 

4 Prepare forms of records and reports for the State Department 
of Public Instruction and for any board of education or edu- 
cational institution which may apply for such assistance 

That a system of uniform reports be drawn up by the office of the 
state Superintendent of Public Instruction for the use of school 
teachers, officers of school districts and all county and state offi- 
cers who make reports to the State Department of Public In- 
struction 

That the state Superintendent of Public Instruction be authorized 
to visit and inspect, inside and outside of the state, experiments 
in education which might contain valuable lessons for Ohio, to at- 
tend national and sectional educational gatherings and that his legiti- 
mate expenses while so doing be defrayed by the state 



II SCHOOL SUPERVISION 



A careful study of the amount of supervision has been made by 

1 An analysis of the annual report of the state Superintendent of 

Public Instruction 

2 Inquiry in the field at every school actually surveyed 

3 A questionnaire addressed to superintendents on the printed list 

of the State Department of Public Instruction (those having high 
schools, since there is no list of others) 

Amount of supervision 

Amount of supervision in township, special and village districts having 
high schools, as given by the report of the state Superintendent of 
Public Instruction, 1911-1912 

An analysis of this report shows that in 9% of the township districts, 
in 16% of the special districts and in 30% of the village districts, the 
superintendents give half or over of their working time to super- 
vision 



AMOUNT OF SUPERVISION IN TOWNSHIP, SPECIAL AND VILLAGE 
DISTRICTS HAVING HIGH SCHOOLS. 1911-1912 



Township 


Special 


Village 


Number of districts 

Percentage making no report on supervision.. 


231 

23.4 


160 
32.5 


485 
17.5 


Percent of districts reporting whose superin- 
tendents give to supervision, of their 
working time 


' 


Percents 





Less than 1/16 

1/16 to 1/8 

1/8 to 1/4 

1/4 to 1/2 

1/2 or over but not all 
All 



17.5 
27.1 
31.6 
14.6 
7.9 
1.1 



13.0 
26.8 
28.7 
15.7 
13.0 
2.7 



6.7 
11.3 
24.0 
28.5 
27.2 

2.2 



(31) 



32 



OHIO STATE SCHOOL SURVEY REPORT 



AMOUNT OF SUPERVISION AS INDICATED BY THE FIELD SURVEY 

OF 659 SCHOOLS 





Township 


Special 
District 


Village 


High 




One Room 


Centralized 


School 


Number of schools 
visited 


592 

530 

66.6 

132 


17 

14 

13.6 

12 


13 

11 

91.6 

1 


13 

13 

7.7 

11 


22 


Number of schools re- 
ported on 


21 


Percent having no 
supervision 

Number reporting on 
amount of time of 
supervision 




18 


Superintendents give 
to supervision 






Percents 






Less than half time. . . 

Half time 

Full time 


53.0 
15.1 
31.8 


50.0 
25.0 
25.0 




100.0 




27.3 

9.1 

63.6 


55.6 
16.7 
27.8 



Amount of actual supervision of class room instruction as indicated 
by information received from 273 superintendents in service in 
township special district and village schools 

Every superintendent must give part of his working day to routine 
matters and general administration. Deducting this and the time 
given to regular teaching, answers from superintendents indicate 
that 14% of township, 8% of special district and 18% of village 
superintendents are able to give half their time or over to actual 
supervision of teaching in the classroom. The districts reporting 
were at least up to the general average 

TIME GIVEN TO ACTUAL CLASSROOM SUPERVISION 
Superintendents' answers to questionnaire 



Township 


Special 


Village 


Number asked to report 264 

Number of superintendents giving information 77 


172 
38 


425 
158 


Percent of their working time given to actual 

supervision of instruction Percents 


Less than 1/8 37.6 

From 1/8 to 1/2 48.1 

1/2 or over 14.3 


36.8 

55.3 

7.9 


23.4 
58.2 
18.3 



■ x~ 



w 








«^.r.._is '-^i 



SCHOOL SUPERVISION 33 

Experimentation and initiative among superintend= 

ents in Ohio 

The following requests for information were sent to superintendents of 

schools : 

"Please describe any device not widely adopted which you are using 
for supervisory, administration or instructional purposes - — particu- 
larly devices tried out for the first time in your constituency (If 
any special forms are used please send copies to this office) 

"Please describe any educational experiment or investigation which 
you are at present conducting or have conducted during the academic 
year 1912-1913 or earlier 

"The commission welcomes any other information or suggestions you 
may have to offer" 

Efficiency devices in supervision, administration and instruction 

Five village superintendents, i special district superintendent, 3 township 
superintendents reported the use of rather unusual efficiency devices 

The following is an extract from a typical reply to the questionnaire : 
"A few of our activities a little unusual in Ohio cities of our class 

First 

"During the year 1912-1913 I made it a rule to report back to each 
teacher after visiting the teacher's school, my impression of her 
work and criticisms, both commendable and otherwise, thus : 

"'Miss 



Report of visit to your school on Dec. 10, 1912 

1 Your own writing and blackboard work is among the best in 
the city 

2 Your display of pupils' work and the wall decorations of your 
room are good. Not too much pupils' work but change at times 

3 One visiting your room when pupils are absent would be im- 
pressed quite favorably 

4 You have a good clear voice and your personal appearance is 
good. I know of no reason why you should not succeed abun- 
dantly. Your knowledge of the subject matter and your in- 
terest and desire to succeed are good 



34 OHIO STATE SCHOOL SURVEY REPORT 

Criticisms 

1 Your school was in confusion when I entered the room 

2 I could not tell for some time whether your class was in i or 2 
sections, for you directed your teaching almost wholly to the 
west side of the room 

3 Pupils do not assume proper position when reciting. They 
neither stand nor sit, but take a half way position 

4 Your questions are not well formed and are not directed to the 
individual, but too often take the form "Who knows"? "Who 
can tell?" etc. This sort of questions always invites inatten- 
tion and confusion 

5 Teacher talks too much. You were doing too much in the 
recitation that ought to have been done by the pupils. Even 
tones of voice and greater self possession needed 

6 Many had no part in the recitation at all and did not give any 
attention worth while. A lack of seriousness was manifest 

7 Pupils laughing at each other's blunders. Sometimes 3 or 4 were 
talking at once 

8 You say you have some pupils who are hard to handle. You 
will have more unless you seriously study your conditions and 
change your own methods of recitation. Take time to get your 
school in order. Carefully assign your lessons, and then con- 
fine your questions and answers to individuals. Do not take 
so prominent a part yourself and let pupils do the work that 
they can do if you more deliberately plan 

9 Before all things, retain your self possession. Do not lose it in 
voice or expression, but firmly follow up your directions. If 
you will carefully assign your work and just as rigidly question 
upon it in the recitation, passing from individual to individual, 
and then hold your study section down to work, most of your 
troubles will disappear. Do not hurry, and do not try to keep 
yourself busy but to keep the pupils busy and giving thought- 
ful attention. During the Christmas vacation get a good rest, 
and then start in with a different method of procedure and you'll 
come out victorious. Your school last year was one of the best 
ordered in the city. Make this one better 

"Kindly submitted" 
Second 

"A common continuation school for failures and pupils who desire to 
advance a grade was run for 6 weeks. About 50 pupils were 
enrolled 



SCHOOL SUPERVISION 35 

Third 

"The board of education has expended $ii,ooo, half of which was 
secured by pupils' subscriptions, upon playgrounds for the city's 
children and pupils" 

Another sample of what is being done in Ohio: 

"In our grade work we have exceptional teachers to specialize on the 
different phases of agriculture or nature study as we call it. For 
instance, Miss is our entomologist, Miss our orni- 
thologist, Miss our botanist, Miss our geologist, etc. 

These teachers have made a study of each special subject, until they 
not only know it, but can teach it in concepts of the child mind, 
which we contend would be imposible to do if this work were done 
by high school teachers. Of course we say 'butterfly-girl', bird-girl', 
'flower-girl', not wishing to scare the children by the unfamiliar and 
high sounding technical names. When a boy has a nature problem 
he goes straight to the proper teacher to have his problem solved. 
These teachers trade classes from time to time. As an aid to effi- 
cient supervision, the superintendent has members of the advanced 
short-hand class 'cover' recitations in every grade and subject at 
least once a month. If the teacher is young or inexperienced the re- 
ports are more frequent. The stenographic reports are confidential 
and teacher and superintendent go over them together, to ascertain 
how well the aims of the lesson plan were brought out, the style 
and number of questions asked, the students' response and interest, 
etc. as indicated by their replies. When we started this plan the 
number and poor quality of questions surprised even me, much more 
the teachers. For instance, as high as 2'oo questions were reported 
in I recitation. A great number 'lead' to the answer. This is much 
easier to correct, when after a conference in the office, you can hand 
a teacher her list of questions for a certain day to study. The stock 
judging team from our high school, (we have a year course) has 
challenged any high school team in the county to a stock judging 
contest. This is the first high school contest in the state to my 
knowledge" 

The replies show that an immense number of original or at least ad- 
vanced, devices are being tried out in Ohio; but there should be 
some agency by which devices found effective somewhere could be 
made available everywhere in the state 



36 OHIO STATE SCHOOL SURVEY REPORT 

Educational experiment and investigation 

Seven superintendents of township schools, i superintendent of special 
district schools, 17 superintendents of village schools and 10 city super- 
intendents reported interesting, valuable and comparatively new ex- 
periments and investigations. Thirteen township superintendents, 4 
special district superintendents, 22 village superintendents and 14 city 
superintendents report examples of advanced practice which can hardly 
be classified as experiments 

The following are typical answers to the questionnaire: 

"We apply tests for sight, hearing and mentality and watch for and 
try to correct such physical defects as adenoids" 

"We have had no freaks or fads the past year" 

"We made arrangement with the board of education to furnish mate- 
rial and the high school boys built a shop for manual training. The 
boys and the teacher in charge did all the work. They even put 
on the tin roof. The experiment worked fine" 

"We have no novelties that I know of, except that we have used 
moving pictures in 2 of our 4 elementary schools during the past 
year. I feel that much careful supervision and selection is necessary 
before this novelty will be very valuable" 

"We are carrying on Binet tests. These will be followed by physical 
and dental examinations" 

"We are beginning the work of reorganizing our high school and 
upper grades. We plan to have the elementary school embrace 6 
years, junior high school 3 years and senior high school 3 years" 

"Have studied effect of early entrance upon truancy in intermediate 
grades, but have not sufficient data for conclusions yet" 

"During the vacation we are trying out the Montessori method with 
about 20 children from 3 to 6 years old" 
The replies show that an immense amount of experimentation is being 

carried on in Ohio, but that there is great need for some agency by 

which the results of experiments conducted anywhere may be made 

available everywhere in the state 

Comparison of schools having supervision with 
unsupervised schools 

As the returns from each school were tabulated, the teaching of each 
school and the equipment of each school were rated as good, fair 
or poor 

While in many cases good schools and the employment of a superin- 
tendent are both the result of community enlightenment and the 



SCHOOL SUPERVISION 



37 



second can hardly be said to be the cause of the first, the fact that 
on the whole, schools with part time supervision are little, if any, 
better than schools with no supervision, would seem to indicate a 
causal connection between thorough supervision and efficiency 

CORRELATION OF SUPERVISION WITH QUALITY OF EQUIPMENT 

AND TEACHING 



1 

1 Equipment 
1 Percents 


Teacher 
Percents 


No. 1 Good Fair 


Poor 


Good 


Fair Poor 




Supervised 177 21.4 

Unsupervised 353 | 6.2 

No report as to vi^hether | 

there is supervision — 

probably unsupervised. 62 1.6 


47.4 
46.2 

37.1 


31.1 
47.6 

61.3 


31.1 
12.2 

6.5 


56.3 12.9 

67.7 19.6 

59.8 27.4 


*.6 
*.5 

*6.5 



^Inadequate data for judging teachers 



As an example of what intelligent supervision may accomplish, below 
is given the record of achievement in a superintendency of 4 years 
in a rural school system of 473 pupils, employing 14 teachers : 

"Building modernized, by installing steam-heating apparatus, and venti- 
lating system ; fire escapes erected ; walls frescoed ; and adorned with 
good pictures instead of cheap chromos; drinking fountains and 
electric lights installed 

Equipment in laboratories trebled ; libraries doubled, and a magazine- 
file department installed, also reading rooms with best papers and 
magazines. Dewey classification of library, filing cases, mineograph, 
etc., added 

Course made largely elective, with the addition of the complete com- 
mercial school ; also chemistry ; manual training, domestic science 
and art; agriculture, with school gardens (which, owing to the 
flood and drought, were a mere start this year ; sanitation ; civics in 
grades and high school ; music, with special teacher 

Corps of teachers strengthened by addition of 2 ; average of $95 
increase for each teacher in force; requirement of normal training 
for grade teacher and a degree from approved college for high school 
teacher 

Medical inspection by physician, oculist and dentist 

School savings bank, with annual average deposit of about $8.00 for 
each pupil enrolled 



38 OHIO STATE SCHOOL SURVEY REPORT 

Kinetescope, or portable moving picture machine, used to teach 
geography, history, nature study, physical geography, etc. 

Community interest won by literary programs, free reading rooms, 
organization of Boy Scouts and Camp Fire Girls, Mothers' Clubs, 
Patrons' Meetings, control of Hallowe'en pranks by a school carnival. 
Citizenship taught by such means as conducting real elections in 
schools with the regular booths, ballots, etc., renting "special wire" 
for election returns at school ; conducting classes to court room, to 
visit local factories, etc." 

As examples of schools which need supervision and professional selec- 
tion of teachers, the following may be given: 

1 "The teacher is '^y years old and boards at home nearly 3 miles 
away from the school. He talked all day to the examiner about 
what schools should be, what his experience had been, etc., and 
asked so many questions that the examiner could hardly fill out 
the card. The examiner, who has visited hundreds of schools in 
Ohio wrote that he did not know that such a condition existed in 
the state. The poor old teacher is in his dotage ; he is very much 
embarrassed financially and in general, is in a pitable condition. 
Of course there is no pension for him. The school is not graded in 
any sense. The teacher does not know whether the oldest pupils 
are 5th grade or 8th grade pupils, and is so deaf that he cannot hear 
unless addressed in a very loud tone of voice" 

2 The teacher has no idea of any method of teaching or organizing 
his school. He seems like an earnest fellow but is drifting. There 
is too much filth about this school for good health and good morals. 
Water is evidently an unknown quantity in this school. A hog pen 
adjoins one corner of the school lot. The teacher calls school by 
going outside and calling "Books, books !" or hitting on the side of 
the school house with a stick of stove wood. The house is unfit for 
habitation in the winter. Much plaster is off. Window lights are 
out and the winter wind will often be warmed as it passes un- 
molested through this dilapidated shack and comes in contact with 
the red hot stove in the middle of the room. The board of educa- 
tion hires a teacher at $40 per month for 8 months, making him 
sign a contract not to collect institute pay and to do his own janitor 
work for one dollar per year. The board refuses to repair the 
house, clean the ground, furnish desk books, charts, maps or any 
other appliance. The teacher does all that is done" 

3 The condition of this school is pitiable. The house is built in an 
unsightly place on a spot 50' x 60'. Therp is no playground ex- 



' " SCHOOL SUPERVISION 39 

cept in a neighboring lot. The building is 25' x 30' and on the in- 
! side one finds 63 pupils, a mixture of all the nations of the world. 
There is an insufficient number of seats and 2 pupils must sit in i 
seat. The desks are all single. There is no recitation bench and 
classes are obliged to stand during recitation. The teacher's voice 
is scarcely ever heard. The class was called in history. Without 
any question being asked a boy began to recite a paragraph from 
the book. When he had finished his paragraph the girl next to 
him began her paragraph and so on until the lesson was finished. 
Then after 'take to paragraph 96' they returned to their seats" 

4 "As was the recitation in history, so were the recitations in the other 
subjects. In reading, the ABC method was used. The teacher 
was not aware that there is any other method. She seemed to be 
aimless and purposeless, and her stock of information small. Pupils 
were classed as being in the 8th grade when they should have been 
in the 4th. Some of them seemed eager to learn and when the 
examiner talked to a few of them at recess and told them how to 
work a problem and explained it, their faces brightened up and they 
said that they would like to study if they ever got anything ex- 
plained" 

Constructive suggestions 

Th© inadequacy of either unmodified county supervision or unmodi- 
fied tow^nship supervision 

The chief disadvantages of unmodified county supervision ' 

In igi2, which is the last year for which figures are available, 3 
counties had, outside of the cities, 300 teachers each, 7 had over 
250 each and 21 had over 200 each. These figures for township, 
special district and village teachers are furnished by the state 
Superintendent of Public Instruction, No single superintendent 
could efficiently supervise such large numbers of teachers scat- 
tered over such wide areas as are covered by the average Ohio 
county 

The chief disadvantages of unmodified township supervision 

If every township in the state employed a superintendent of schools 
and each superintendent received annually $1,000, the annual cost 
of supervision to the townships alone would be $1,370,000. This 
burden would be unsupportable. It is also unnecessary. The 
total number of teachers in township schools in 19 12 was 11,637, 
an average of about 9 per township. In most cases i super- 
visor could give adequate supervision to at least 3 townships. 



40 OHIO STATE SCHOOL SURVEY REPORT 

Although the first township superintendent was appointed 30 
years ago, at the present time only 26 township superintendents 
out of 413 give as much as half of their time to supervision — ac- 
cording to original reports of county auditors and figures sup- 
plied by the State Superintendent of Public Instruction. Returns 
from 77 township superintendents show a percentage of 14.3 who 
give at least half of their time to supervision. If this percentage 
holds for the whole 413, the number of superintendents giving 
at least half of their time to supervision would be about 62 

A suggested plan of combined county and district (union township) 
supervision 

In order that every school child in Ohio may be enabled to attend 
a properly supervised school, that supervision districts may be 
made sufficiently large to spread the advantages of supervision 
with fair evenness and that superintendents may be enabled to 
give their full time to supervision with the best possible results 
the following recommendations are made : 

That a county board of education of 5 members be elected at 
large on a non-partisan ballot in each county by voters in all dis- 
tricts except city districts, or, by the presidents of all boards of 
education in the county except city boards, and that this board 
have the following duties and powers 

1 To appoint a county superintendent 

2 To change school district lines where necessary according to 
distribution of population and topography so as to insure as 
far as possible to each child the opportunity to attend the 
school most easily reached and so as to encourage and make 
possible further centralization and consolidation 

3 To compel the combination of schools and the transportation 
of children when necessary, where the attendance in any case 
falls below 12 

4 To divide the county into supervision districts each containing 
one or more school districts according to the number of teach- 
ers employed, the amount of consolidation and centralization, 
the state of the roads, etc. — no supervision district to have less 
than 20 teachers and none more than 80 

In case any rural or village district or union of school districts 
for supervision purposes already employs a superintendent 
whose board is willing for him to give at least three-fourths 
time to supervision after August i, 19 14, even if the number 



: SCHOOI. SUPERVISION 4I 

of teachers employed falls below 20, the county board of edu- 
cation, on application of the district or union of districts 
concerned, shall erect the district or union of districts into a 
supervision district on condition that (a) the superintend- 
ent continue to give at least three-fourths time to super- 
vsion, (b) the superintendent receive a salary of at least 
$1,000 per annum, (c) the supervision districts do not receive 
full county aid, but only a pro rata portion of the full county 
aid based on the ratio of the numebr of teachers actually 
employed to 40, the supposed number of teachers per superin- 
tendent under average conditions, (d) the district superin- 
tendent of such districts be nominated by the county superin- 
tendent as in all supervision districts in each county after the 
occurrence of the first vacancy in the superintendency 

5 To organize social center work in rural districts and encour- 
age the wider use of the school plant 

6 To publish with the advice of the county superintendent a 
minimum course of study with suggestions for variations be- 
tween village and rural courses of study 

That in supervision districts containing but i school district, the 
board of education, in supervision districts containing either 2 or 3 
school districts, a joint meeting of the boards of education, and in 
supervision districts containing more than 3 school districts, the 
presidents of the various boards in joint session, shall elect a district 
superintendent on the nomination of the county superintendent. If 
the first nomination of the county superintendent is not ratified, he 
shall immediately make one other nomination. If this fail of ratifi- 
cation, the board, boards or presidents of boards, as the case may 
be, may elect a district superintendent by a three-fourths vote of 
all having the right to vote for district superintendent 

That the county superintendent be authorized and required 

1 To nominate the various district superintendents in each 
county 

2 To direct the training of teachers in his county, other than city 
teachers, and to teach not more than 200 periods per year in 
any training courses for teachers which may be given in the 
county 

3 To recommend minimum courses of study to the county board 
of education 

4 To act as clerk of the county board of school examiners 



42 OHIO STATE SCHOOL SURVEY REPORT 

5 To make out and send to the county auditor and the state Superin- 
tendent of Pubhc Instruction all reports required by law and such 
other reports as the state Superintendent may call for from time 
to time 

6 To hold monthly meetings with the district superintendents 
as a county board of superintendents and to advise with them 
on all matters pertaining to the efficiency of the schools 

7 To outline a schedule of school visitation for the teachers of 
the county with the advice of the district superintendents 

8 To call and preside over an annual meeting of all members of 
boards of education in the county other than city boards 

9 To visit and inspect schools in all parts of the county as fre- 
quently as his other duties will permit 

10 To hold teachers' meetings in the various districts of the 
county in conjunction with the various district superintendents 

1 1 To assist in the organization of social center work, agricultural 
institutes, etc., in fine, to have charge of all rural organization 
in the county under the auspices of the county board and to 
cooperate with all rural organization movements under the 
auspices of any agency 

12 To be present at all meetings of the county board of education, 
with the right to discuss but not to vote 

13 To be in all respects the chief executive officer of the county 
board of education 

That the district superintendent be authorized and required 

1 To nominate teachers for all vacancies which arise in his su- 
pervision district subject to confirmation by the board 

2 To recommend text books and courses of study for adoption 

3 To spend his full time in actual class room supervision, in 
organization, administration and instruction of teachers — such 
incidental teaching in the schools as he does being for illustra- 
tive purposes, unless he be called upon by the county board of 
education to teach in any teachers' training courses which may 
be organized in the county. As set forth on pp. 40 and 41, any 
district already employing a superintendent may allow the superin- 
tendent to teach one-fourth of his time under conditions described 
above 



SCHOOL SUPERVISION 43 

4 To hold teachers' meetings in his supervision district 

5 To fill out and send to the county superintendents such reports 
as are required by law and any others which the superintendents 
may call for from time to time 

6 To assist the county superintendent in rural organization 

7 To be in all matters the chief executive officer of all boards of 
education in his district 

8 To be present at all meetings of boards of education of his 
district, with the right to discuss but not to vote 

That the minimum salary for a county superintendent of education 
be $1,200 per annum, half to be paid by the state up to a max- 
imum state payment of $i,ooo and the remainder by the county 

That the minimum for a district superintendent be $1000 per an- 
num, half to be paid by the state up to a maximum county pay- 
ment of $750 and the remainder by the district 

That the minimum requirement for a district superintendent be 

1 Three years of successful experience in supervision and a high 
school certificate, or, 

2 Three years of successful experience in teaching, graduation from 
a recognized school of college rank, and i year of professional 
training in school supervision and administration 

That the minimum requirement for a county superintendent be 

1 Five years of successful experience in supervision and a state 
high school teacher's certificate, or, 

2 Five years of successful experience in supervision, a high school 
certificate and graduation from a college, or, 

3 Three years of sucessful experience in teaching, a high school 
teacher's certificate, graduation from a recognized college, and i 
year of professional training in school administration and super- 
vision 

Cost of Supervision 

The cost of such a system of combined county and district super- 
vision over and above the present optional township system 

The probable number of district superintendents necessary under the 
proposed plan 



44 OHIO STATE SCHOOL SURVEY REPORT 

According to figures supplied by the office of the state Superin- 
tendent of Public Instruction 17,801 teachers were required in 
1911-1912 for the village, special districts and township schools of 
the state. On the basis of an average of 60 teachers per district 
superintendent, 296 district superintendents would be required for 
the state. Taking county by county on the basis of 60 teachers 
per superintendent, counting only fractions over one half as one 
and every fraction less than one-half as none, 300 district superin- 
tendents would be required 

Total cost for supervision on this basis 

300 district superintendents at $1200 each would cost $360,000 per 

annum 
88 county superintendents at $1500 each would cost $132,000 

The employment of county superintendents to take charge of the 
training of teachers and general organization decreases the num- 
ber of district superintendents necessary to do the actual work 
of supervision. It is thus possible to differentiate between super- 
intendence and supervision without increased cost 

The total cost of supervision on this basis would be $492,000 

On a basis of 40 teachers per superintendent the annual cost would 
' be about $672',ooo, to be divided equally between the state and the 
district 

Cost over and above the cost of supervision at present in village, 
special and township districts on a basis of an average of 
60 teachers per superintendent 

As the present cost of supervision eliminating the cities as nearly as 
can be estimated from the reports coming to the office of the state 
Superintendent of Public Instruction, is $223,817, the cost of state 
wide supervision would exceed the cost of the present system by 
$268,183 or less than $3,100 per county. If the state paid one-half 
the salaries of the county superintendents, the direct added burden 
on the counties would be $202,183 or l^ss than $1,200 per county on 
the average. If the state pays half the salaries of the district su- 
perintendents, the added cost of supervision to the counties and 
districts would hardly exceed $20,000 



SCHOOL SUPERVISION 



45 



Proposed Plan ofCounty and District Supervision 

First Plan 









County Ele-ctora-te, 


exclusive, of Cities 






















Village 
District 


Rxir a.1 
Di strict 


R-ural 
District 




Rur a. 1 
District 










Union Super 


visior 


1 District 














1 
































r- 


Village 
Board 




County 
Boa. I'd 






Rural 

Board 1 


Rural 
- Board 




Rural 
Board 




























































Distvict 
Sup't. 




County 
Sup't. 






District 
Sup' t. 




fclg.C 


-is 
iints 

ma.ie.s 












app( 
nom 




i 














L- 


Teachers 




- Tea-chers 















Alternative 


Plan 




















Counter Electorate, exclusive of Cities 


















- 




Village 
District 




Rural 
District 




R-ur al 
District 




Rural 

District 












Unior 


_s 


uper\ 


ision Pistrict 






























_ Village 
Board 




Rural 
Boa-rd 




Rural 
Bo ard 




Rural 
Board 








p 






II 1 


_ 


-41^ 





_ 


. li 1 










II 














County 
Bos.rd 














1 












District 
SupH. 






County 
Sup'l. 


--- 


=*- 


Rural 
SupH. 














! 


















- Xe^ifVifr?! 






1 — 




































^ " 





Main duties of county boards and their executive officers, county 
superintendents 

1 District county for supervision purposes 

2 Alter school district lines where necessary 

3 Supervise the training of teachers 

4 Encourage social centers and wider use of school plant 

Main duties of district boards and their executive officers, district 
superintendents 

1 Appoint teachers 

2 Supervise and care for buildings, grounds and equipment 
4 Adopt courses of study and text books 

There is no conflict of authority here. Each board and each superin- 
tendent has definite duties 



Ill CERTIFICATION OF TEACHERS 



The Present System 

Certificates to teachers in Ohio are granted by 170 separate author- 
ities as follows: the state Superintendent of Public Instruction, 
the State Board of School Examiners, 80 city boards of school ex- 
aminers and 88 county boards of school exajniners. The last 2 
kinds of board are of limited jurisdiction 

These various authorities grant 58 kinds of certificates. The chart 
shows them graphically 

In 1911-1912 it cost $65,503.73 gross, to conduct city and county teachers' 
examinations. Each application costs $1.29. The total net cost, deduct- 
ing fees paid by teachers into the county or city treasuries, was, as 
nearly as can be estimated from the 191 2 report, $40,650.28 or about 
80 cents per application 

Three examiners for each county are appointed by the probate judge of 
the various counties and serve 3 years each 

The examinations are entirely written. There is no practical testing 
of applicants in actual teaching 

Graduates of normal schools and normal colleges must take examina- 
tions in all subjects required of the applicants to obtain four year 
provisional certificates 

The examinations of Ohio put a premium on 

So called review courses in summer schools (See chapter VI) 
Unattached summer schools without facilities for teaching, whose 

business is frankly the preparation of teachers to pass examinations 
Coaching courses given by individuals, either personally or by mail 
Books and pamphlets containing "The stuff that examinations are 

made of" as it is aptly expressed by one advertiser 
Filling pages of our educational magazines with advertisements of 

such helps, copies of county examination papers and answers thereto 
The publication of lists of examination papers covering a term of years 
In general "cramming" for examination rather than preparing for 

teaching 

(46) 



CERTIFICATION OF TEACHERS 47 

The examination system of Ohio, on account of its over emphasis on 
the informational side of education tends to vitiate the standards of 
teachers, parents and pupils as to what true teaching and real 
education are, thus affecting adversely the educative process as a 
whole 

By lowering the average level of class room instruction in normal 
and particularly summer schools (See Chapter VI) 

By selecting teachers who are prepared to pass examinations but 
are not necessarily prepared to teach children, and who tend to 
use on the pupils the method which has been so successfully used 
on them 

By perpetuating traditional methods of instruction (sometimes very 
crude, such as the ABC method of teaching reading) passed 
on from teacher to pupil who in turn becomes teacher and passes 
them on to another generation of pupils (See Chapter VII) 

Distribution of the various grades of certificates 

While on account of the small number of schools surveyed, other than 
rural schools, the figures from the field survey and the teachers' in- 
stitutes do not agree throughout, yet the figures relating to the one 
room township schools coincide remarkably in the 2 tables. This 
is a strong indication of the representative character of the schools 
actually surveyed. On account* of the larger fact basis the figures 
from the second table, as far as they refer to centralized schools and 
schools in special and village districts, are undoubtedly preferable 

The study indicates that throughout the state teachers are teaching on 
one year certificates in 

58% of the one room rural schools 

32% of the centralized schools 

29% of the special district schools 

27% of the village elementary schools 

14% of the small city elementary schools 

12% of the high schools 
Of the beginners, 91.5% are teaching on one year certificates 



48 



OHIO STATE SCHOOL SURVEY REPORT 



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CERTIFICATION OF TEACHERS 



49 



CERTIFICATES HELD BY 608 TEACHERS WHOSE SCHOOLS 
WERE SURVEYED 





Township 


Special 
District 


Village 


High 




One Room 


Centralized 


School 


Number of teachers 
visited. 


592 
541 


26 
17 


13 
9 


25 
22 


34 


Number of teachers 
reported on 


19 


Kind of certificate 


Percents 


One year 


58.4 
26.2 
7.4 
4.4 
2.0 
1.5 


41.2 
23.5 


55.6 

44.4 


40.9 

36.4 

13.6 

4.5 

4.5 


13.2 


Two year 


7 9 


Three year 


21.1 


Five year 


17.6 

5.9 

11.7 




13.2 


Eight year 




13.2 


Life 




31 6 











4 s. s. 



50 



OHIO STATE SCHOOL SURVEY REPORT 



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CERTIFICATION OF TEACHERS 5 1 



Constructive suggestions 

That the system of certifying teachers may be made less cumbersome 
and more effective in testing ability to teach, the following sugges- 
tions are made: 

That every examination consists of 2 parts, a written examina- 
tion to test the academic and professional knowledge of the ap- 
plicant, and an actual test of the candidate's teaching 

That the practical examination consist of a classroom test in each 
of 3 subjects of instruction (unless the examination be for 
a special certificate when 3 tests in i subject will be suffi- 
cient) made at any time during the preceding year by a member 
of the board of examiners or a local supervisor or teacher of 
method authorized so to do by the board, and that the state 
Superintendent of Public Instruction prescribe the forms for 
such examination 

That in the case of applicants who have never taught the practical 
examination may be taken in the practice department of any 
recognized summer school and that if they have already passed 
their written exmination they may be granted certificates im- 
mediately on passing the practical examination 

That boards of exam,iners no longer be appointed by probate 
judges, but by county boards of education elected by the people 

That county boards of school examiners consist of 3 members, 
the county superintendent, a district superintendent, and a 
teacher selected from the county at large but holding at least a 
state elementary certificate 

That the number of varieties of teacher's certificates be cut down 
from 58 to 32 by 

1 Abolishing two year, five year and eight year certificates of 
all kinds 

2 Abolishing county primary certificates 

That the requirements regarding professional training as a pre- 
requisite for certification be progessively increased according to 
a schedule similar to the following : 



52 OHIO STATE SCHOOL SURVEY REPORT 

Minimum prerequisite professional training for one year certifi- 
cates 

1915 70 hours class room instruction in professional subjects 
and 15 hours practice teaching in a recognized institution 
for the training of teachers, maintaining a practice depart- 
ment 

1916 140 hours class room instruction and 30 hours practice 
teaching in a recognized institution for the training of 
teachers, maintaining a practice department 

1917 210 hours class room instruction and 45 hours practice 
teaching in a recognized school for the training of teachers 
maintaining a practice department 

1918 280 hours class room instruction in a recognized school for 
the training of teachers, maintaining a practice department 

1919 350 hours in class room instruction in a recognized school 
for the training of teachers, maintaining a practice de- 
partment 

1920 420 hours in class room instruction in a recognized school 
for the training of teachers, maintaining a practice de- 
partment 

Minimum prerequisite professional training for three year cer- 
tificates 

1915 140 hours class room instruction and 30 hours practice 
teaching in a recognized school for the training of teach- 
ers, maintaining a practice department 

1916 210 hours class room instruction and 45 hours practice 
teaching in a recognized school for the training of teachers^ 
maintaining a practice department 

1917 280 hours of class room instruction in a recognized school 
for the training of teachers, maintaining a practice depart- 
ment 

1918 350 hours of class room instruction in a recognized school 
for the training of teachers, maintaining a practice depart- 
ment 

1919 420 hours of class room instruction in a recognized school 
for the training of teachers, maintaining a practice depart- 
ment 



CERTIFICATION OF TEACHERS 53 

Minimum prerequisite professional training for life certificates 

191 5 350 hours, of class room instruction in a recognized school 
for the training of teachers, maintaining a practice depart- 
partment 

1916 A one year regular course or its equivalent in summer in a 
recognized institution for the training of teachers 

1917 A two years regular course or its equivalent in summer 
school work, for an elementary certificate, and a four 
year college course in a recognized institution, the course 
to include a minimum of 500 hours of professional instruc- 
tion and 70 hours class room practice, or a four year course 
in a recognized normal college, for a high school certificate 

That the state Superintendent of Public Instruction establish for 
normal schools, normal colleges, colleges of liberal arts giving 
training to teachers, standards of equipment, teaching force, 
character and amount of professional instruction and character 
and amount of practice teaching; that he inspect at least twice 
a year all state institutions giving teachers training and all 
private institutions requesting inspection, and that he publish 
a list of institutions coming up to the required standards, such 
list to be known as the recognized list 

That not more than i one-year and not more than i three-year cer- 
tificate be issued to any i teacher and that one-year certificates be 
renewable twice and three-year certificates once only 

That candidates for life certificates must have had at least 7 years of 
previous successful teaching experience if not normal school grad- 
uates, or not less than 4 if normal school or normal college graduates 
or graduates of liberal arts colleges on the recognized list 

That the state Superintendent of Public Instruction be authorized 
to issue emergency certificates for a term not longer than i 
year in counties where there is a temporary shortage of teachers, 
to teachers who have held one year certificates for 2 years but 
have not qualified for a higher certificate or to teachers who 
have held a three year certificate for 6 years and have not qualified 
for a higher certificate 

That five and eight year certificates now in force be continued in 
force until the end of their terms and that they be renewable 
on proof that the holders have taught successfully up to the time 
of renewal 



54 OHIO STATE SCHOOL SURVEY REPORT 

That teachers who hold two or three year primary or elementary 
certificates at the time of the passage of this law and who pro- 
duce satisfactory evidence of 5 years' successful teaching expe- 
rience shall have their certificates renewed by the boards of 
county examiners so long as they continue to do satisfactory work 
as teachers 



IV ACADEMIC TRAINING OF TEACHERS NOW 

IN SERVICE 



Present conditions 

Large numbers of teachers in rural schools have a very meagret 
academic training, probably not over 50% being graduates of high 
schools and not less than 18% having no education beyond the ele- 
mentary grades 

Teachers in elementary schools of village districts on the average 
have insufficient academic education, probably not over 50% of these 
being high school graduates and not less than 16% having no edu- 
cation beyond the elementary grades 

Teachers in the elementary schools of many small cities have insuffi- 
cient academic training, probably as high as 31% not being high 
school graduates 

Teachers in high schools in township, special, village and small city 
districts have insufficient academic training, probably as high as 
60% not being college graduates and as high as 19% not being 
high school graduates 



(55) 



56 



OHIO STATE SCHOOL SURVEY REPORT 



THE ACADEMIC TRAINING OF TEACHERS WHOSE SCHOOLS 
WERE SURVEYED 





Township 


Special 
District 


Village 


High 




One Room 


Centralized 


School 


Number of teachers 
visited 


592 
404 


26 
18 


13 

7 


25 
14 


34 


Number of teachers 
reported ou 


32 


Amount of academic 
training 


Percents 


College graduates 

Having some college 
training but not 
graduates 


1.0 

8.9 
43.1 

*39.3 

5.4 

2.2 


27.8 

33.3 
16.7 

22.2 


14.3 


14.3 

21.4 
50.0 

7.1 


59.4 
21.9 


High school graduates 

Having some high 

school training but 

not graduates 

Having no academic 
training above the 
8th grade 


14.3 
42.8 
14.3 
14.3 


9.4 
6.2 


Having less than 8 
years' avademic 
training 




7.1 


3.1 









*This percentage includes 6.4% who had gone more than 8 years to an 
elementary school but had not attended a high school 



ACADEMIC TRAINING OF TEACHERS 



57 



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58 



OHIO STATE SCHOOL SURVEY REPORT 



Academic Training of 7645 Teachers 
attending Teachers' Institutes in 1915 

One Room To-wnsliip Schools 



Centralized and Consolidated Schools 




Villa^ge Llementary 5ch.ools 

m 



m 



City Elementary 5cliools (Small Cities) 



High Schools 



BegintlCirs tWew Teachers -September I91i) 



DAt least 1 year college training ■ Less than 4year5 High School 
'our years Hi^h School ■ No training above 6"' grade. 



Constructive suggestions 

In order that all school children in Ohio may receive instruction from 
teachers with at least a fair minimum academic training-, it is 
recommended that 

The standard of academic training required of candidates for teach- 
ers' certificates be progressively increased over a term of years, 
until by the year 1920 at least 2 years of high school training 
be required for all elementary certificates in all kinds of districts, 
and 4 years of high school training for all high school certificates 
in all kinds of districts 

A premium be placed on high school and college education by 

I Exempting graduates of first grade high schools, who have 
made an average standing equivalent to 80% or over, from 



ACADEMIC TRAINING OF TEACHERS 59 

examination in academic subjects at county examinations for 
one and three year county certificates 

Exempting from examination for one and three year certifi- 
cates any graduate of any college of liberal arts supported in 
whole or in part by the state, who has made an average of 
80% in the work of his final year 

Giving similar exemptions to graduates of all other liberal 
arts colleges in the state which apply for examination by the 
state Superintendent of Public Instruction, and which fulfill 
the printed requirements issued by the state Superintendent 
of Public Instruction to all degree-granting institutions in 
the state 



V TEACHING EXPERIENCE AND TENURE OF 
OFFICE OF TEACHERS NOW IN SERVICE 



The length of teaching experience of the teachers in the one room town- 
ship schools surveyed is considerably above the average as less than 
12% of them have had less than i year's experience 

Exactly 60%, of the teachers in one room rural schools had taught 5 
years or less. All other types of schools had fewer beginners in ser- 
vice 

Of 7,954 teachers who attended teachers' institutes in 1913, 15.4% were 
beginners in service. These teachers were from all types of schools 
including villages, small city schools and high schools where changes 
are comparatively infrequent. As large numbers of beginners natu- 
rally do not attend teachers' institutes in the summer before they begin 
service, the true percentage of beginners is much higher 

The figures indicate that the rural school districts have to bear more 
than their share of the burden of giving experience to beginners to 
the manifest advantage of city and village districts 

This condition can be corrected only by 

1 Greater money reward for teaching in the country 

2 Better organization of rural life for social purposes 

3 More privacy and opportunity to study for the teacher in rural 
districts 

In the one room township schools surveyed 50 of the teachers were 
teaching in those schools for the first time. That is, half the teach- 
ers visited had changed their schools at the end of the previous 
terms or were just beginning to teach. The record was little 
better for village elementary and for high schools 

Frequent changing in the teaching force is a heavy burden for any 
school. Increased salaries and better social organization would 
go far to remedy the difficulty 

(60) 



EXPERIENCE OF TEACHERS 



6i 



TEACHING EXPERIENCE OF TEACHERS WHOSE SCHOOLS WERE 

SURVEYED 





Township 

1 


Special 
District 


Village 


High 




One Room 


Centralized 


School 


Number of teachers 
visited. 


592 
571 


26 
19 


13 
13 


25 
23 


34 


Number of teachers 
reported on 


33 


Length of previous 
experience in years 


Percents 




11.7 
15.9 
16.3 
16.1 

60.0 
14.6 

12.4 
13.0 








3.0 


One 


21.1 
21.1 
15.7 

57.9 
21.1 

21.1 


7.7 


21.7 
17.4 
17.4 

56.5 
13.0 

13.0 


6.1 


Two 


6.1 


Three to five inclusive 

None to five inclusive. 

6 to ten inclusive 

Eleven to twenty in- 
clusive 




27.3 


7.7 


42.5 
27.3 


15.4 
76.9 


21.2 




9.1 











TEACHING EXPERIENCE OP 7954 TEACHERS WHO ATTENDED 
COUNTY INSTITUTES 

Experience in Years Percents 

None 15.4 

One 13.3 

Two 10.8 

Three to five inclusive 21 . 8 

None to five inclusive 61.3 

Six to ten inclusive 16.8 

Elevent to twenty inclusive 14 . 2 

Over twenty 7.7 



Teaching Experience of 79^4 Teachers Attending 
County Teachers' Institutes in 1913. 



None 


1 year 


2yeaT5 


3-5 yrs. 


0-5yrs. 


6-lOyrs. 


lL-2qy« 


Over20yR 










\ 






• '."''*'■.' 



Each dot represents 10 te.?ichers. 



62 



OHIO STATE SCHOOL SURVEY REPORT 



TENURE OF OFFICE OF TEACHERS WHOSE SCHOOLS WERE SURVEYED 





Township 


Special 
District 


Village 
Elemen- 
tary 


High 




One Room 


Centralized 


School 


Number of teachers 
visited 


592 
480 


26 
17 


13 
9 


25 
16 


34 


Number of teachers 
reported on 


31 


Length of service in 
years in present 
schools previous to 
survey 


Percents 


None 


50.0 

20.6 

9.8 

5.6 

13.6 


35.3 

35.3 
17.6 
11.8 




50.0 

6.2 

6.2 

18.7 

18.8 


45.2 


One 


22.2 
11.1 
11.5 

55.6 


16.1 


Two 


9.7 


Three to five inclusive 
Over five 


19.3 
9.7 









Constructive suggestions 

As the conditions outlined are largely of economic origin, and as more 
and more academic and professional training is being required of 
teachers, it will be necessary for the state and the various kinds of 
school districts to provide more liberally for teachers' salaries. It is 
therefore recommended that 

Boards of education be required by law to put their teaching forces 
on a salary schedule based on length of service, amount of profes- 
sional training and success as teachers 

The minimum salary for teachers who have had go hours of pro- 
fessional training, or over, as certified to by the county superin- 
tendent, be $45 



VI PROFESSIONAL TRAINING OF TEACHERS 



Professional training of 527 teachers in schools act= 

ually surveyed and of 8286 teachers enrolled 

in teachers' institutes in 1913 

0£ the teachers whose schools were surveyed 47.5%, and of the 
teachers in teachers' institutes 48.5% had no professional training 
whatever. The close correspondence is an indication of the repre- 
sentative nature of the schools surveyed 

From 24% to 33% of the teachers in other kinds of schools have no 
professional training, according to returns from teachers' institutes 

Of the beginners in September, 1913, 71.4% had had no professional 
training 

Summer courses provided the only professional training to 

53%. of rural school teachers having professional training 
46% of such teachers in centralized schools 
35% of such teachers in village schools 
2'8% of such teachers in high schools 

AMOUNT OF PROFESSIONAL TRAINING OF TEACHERS WHOSE 
SCHOOLS WERE SURVEYED 





< Township 


■ Special 
District 


Village 


High 




One Room 


Centralized 


School 


Number teachers vis- 
ited 


592 
461 


26 
10 


13 
6 


25 
19 


34 


Number reported on. . 


31 


Amount of professional 
training in years 


Pereents 


None 


47.5 

23.2 

14.1 

6.3 

8.8 


10.0 

40.0 
20.0 
30.0 


50.0 


10.5 

15.8 
21.0 
26.3 
26.3 


19.4 




12.9 


One 


16.7 
16.7 
16.7 


16.1 


Two 


22.6 


Three to five 


29.0 









(63) 



64 



OHIO STATE SCHOOL SURVEY REPORT 



CHARACTER OF PROFESSIONAL TRAINING OF TRAINED TEACHERS 

WHOSE SCHOOLS WERE SURVEYED (EXACT AMOUNT OF 

EACH KIND NOT GIVEN) 





Township 


1 Special 
District 


Village 


High 




One Room 


Centralized 


School 


Number teachers vis- 
ited 


592 
281 


26 
13 


13 

2 


25 
20 


34 


Number reported on.. 


25 


Kind of training 


Percents 


Summer courses 

Normal 


53.0 

34.5 

9.9 

2.6 


46.1 
30.8 
15.4 

7.7 


* 
* 
* 
* 


35.0 

40.0 
25.0 


28.0 

28 


College 


40 


Other 


4 









*Inadequate data 



THE PROFESSIONAL TRAINING OF 8286 TEACHERS WHO ATTENDED 
TEACHERS' INSTITUTES IN 1913 





Township 


•■ Special 
District 


Village 
Elemen- 
; tary 


'High 
1 School 


Beginners 
Septem- 
ber, 1913 




One Central- 
Room ized 


Number reporting . . 


3848 244 


429 


1537 


1019 


1209 


Amount of profes- 
sional training 


Percents 


None 


48.5 
12.3 
20.3 

9.0 

4.2 

1.3 

.8 

3.6 


33.6 

18.0 
21.3 

16.0 

2.5 

1.2 

2.5 

2.9 


29.1 

17.0 
17.5 

16.6 

8.2 

2.1 

2.6 

7.0 


25.4 

24.0 
21.0 

13.7 

7.2 

2.0 

1.6 

5.1 


24.8 

12.8 
8.5 

18.6 

11.1 

8.2 
12.4 

3.6 


71 4 


One summer term. . 

Two summer terms. 

One year in a pro- 
fessional school.. 

Two years in a pro- 
fessional school. . 

Three years in a pro- 
fessional school . . 

Four years in a pro- 
fessional school. . 

Some, amount not 
specified 


2.4 
14.3 

5.2 

3.0 

.5 

1.0 

2.1 



PROFESSIONAL TRAINING OF TEACHERS 



65 



Professional Training of 6266 Teachers attending 
Teachers' Institutes in I^IS 



One 
Room 

Township 

Centralized 

and 

Comolidatd 




Special 
District 



Village 
Ekmentar/ 



ffi^h 
School 



Beginners 
Septeiii»er 
1513 




111 
1111 
111 
111 
111 
11111111 

H No professional training ^One or more terms at Summer Schools. 
□ One or more years at Professional School . 

College of Education of Ohio State University 

Scope of survey 

Three and a half days were given to inspection of class room instruc- 
tion. Sixteen exercises were observed and stenographic notes were 
taken during the lectures, and on transcripts of these, the analysis of 
class room instruction was based. The dean of the college of education 
and the various professors visited, gave fullest cooperation 

Organization 

The accompanying chart, compiled by the dean of the college of educa- 
tion indicates the relation of the college to the university 

The chart and study on the ground through conferences show that 

5 s. s. 




66 



OHIO STATE SCHOOL SURVEY REPORT 







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PROFESSIONAL TRAINING OF TEACHERS 67 

The form of university organization gives the college little control 
over special method where the subject matter is taught by professors 
whose main work lies in other colleges. These professors naturally 
are selected on account of eminence in subject matter and research 
rather than on account of knowledge of method of presentation in 
secondary schools 

There is practically no supervision, cooperative or otherwise, of in- 
struction in classes attended by students of the college of education. 
This is not of course a condition peculiar to this institution 

There is no real organic relation between the instructors in general 
professional subjects and the teachers of subject matter and special 
method 

In fine, the college controls but a fraction of the domain which naturally 
belongs to it 

Classroom instruction 
The material of instruction 

The material offered by instructors was extremely well adapted to the 
capacity of the students in all i6 exercises seen 

The adaptation of material to the needs of students was excellent in 15 
cases out of 16 

Instructors definitely related the material to the experience and knowl- 
edge of students notably well in 9 cases, fairly well in 6 and but 
slightly in i 

Instructors related the material to future problems of students notably 
well in 12 cases, fairly well in 3 and but slightly in i 

Assignments 

In 4 recitations assignments were made by topic and in 3 by definite 
problems. Assignments were notably definite in 5 cases and ex- 
tremely indefinite in 3. In i case no assignment was made and in 

2 it was made hastily at dismissal 

Habit formation 

Instructors demanded and obtained accuracy in statement on the part 
of students notably well in 10 cases, fairly well in 4 cases, and failed 
in this respect in 2 cases 

Instructors insisted on clearness and definiteness of statement notably 
well in 7 cases, fairly well in 6 cases and failed in this respect in 

3 cases 

Most instructors did not need to correct students for slovenly expres- 
sion. One instructor was particularly noteworthy for the effective- 



68 OHIO STATE SCHOOL SURVEY REPORT 

ness of his work in this respect, while in 2 exercises, i in English, 
the instructor failed to note serious defects in expression 

The interplay of question and answer was notably good in 5 cases, 
poor Or entirely absent in 5 

Of 796 questions asked by instructors in 16 exercises 156 or about 
20% were thought-provoking, and 640 called for statements of fact. 
Fifty-seven questions or about 7% of the total unnecessarily sug- 
gested the answer 

Of 742 responses given by students, 76 or about 10% were yes or no 
answers, 325 were phrases responses, 306 sentence responses, and 
36 were fluent recitations involving several sentences. There were 
no true topical recitations. To 76 questions of instructors there 
were no responses 

There was notably good student cooperation through question and 
answer in 7 exercises ; students freely volunteered questions in i 
exercise, and occasionally asked questions in 7 others. In no recita- 
tion did open discussion take a large part although there was some 
discussion in 2 cases 

The share of the students in recitation varied from 3% in English and 
5% in art to 2^% in the history of education, 28% in rhetoric, and 
29% in school administration 

Mannerisms 

The most frequent mannerisms were the unnecessary repetition of 
answers and the answering of their own questions by instructors. 
Two instructors were particularly addicted to these habits 

Summary 

The atmosphere of all classes visited was excellent 

Much of the teaching observed was worthy of imitation by student 

teachers 
Not less attention to subject matter, but somewhat more attention 

to method of presentation is desirable 

Source and destination of students 

In May, 1913, 72 students of the college of education filled out cards 
calling for previous training and experience and proposed career 
after graduation. Thirty students had had experience in teaching 
before entering the college : 

Of 20 students prepared entirely in city schools 11 desired to teach 
in high school or college, 8 wished to teach specialties and i had 
decided to enter elementary school work 



PROFESSIONAL TRAINING OF TEACHERS 69 

No student had been prepared entirely in rural schools. Of 9 who 
had been partially prepared in such schools, none expressed a 
desire to go back to the country to teach 

The function of the college of education is well defined. Most of its 
product goes at present to high schools in cities and villages 

Physical Condition. 

Two of the lectures visited were being held in rooms which no 
self-respecting university should be required to use for lecture pur- 
poses. One of these was almost directly over a machine shop, from 
which the constant noise and smell of oil were unpleasant. The 
approach to this room was up a very narrow stairway. The entry 
was small and dirty, the walls grimy, the light insufficient and part 
of the space was taken up with hose and various agricultural im- 
plements 

One of the leading authorities in America on the history of education 
was lecturing in this room which appears to be the only one given 
up to the exclusive use of the college of education 

The other room was in a basement, which was dark and unattractive. 
This room is also used for a committee room. The lecture observed 
in this room was one on rural economics. Many one room rural 
schools offer more cheerful and sanitary surroundings to 
teachers and pupils. None of the class rooms in the building, where 
most of the lectures are held, could compare with class rooms ini 
high schools, in many township, village and city districts. Some 
of these class rooms were also used by students taking arts and 
science courses. The classes in domestic science, particularly that 
in fabrics, were much too crowded. As many as 60 and 70 stu- 
dents occupy a room not too large for 30 or 35 

It appears that equally crowded conditions occur in other colleges where 
so-called practical courses are given. However, a study of conditions 
in these colleges was not undertaken as it was outside of the scope of 
the survey 

Constructive suggestions 

In order that the college of education of the Ohio State University 
may be in a position to do the most effective work possible in train- 
ing high school teachers for the State of Ohio the following recom- 
mendations are made: 

I That in those departments not under the direct control of the 
college of education which enroll students from the college of 



70 OHIO STATE SCHOOL SURVEY REPORT 

education, at least i professor each shall be appointed who shall 
be fitted by training and experience to teach the best methods of 
presentation to high school pupils of the various subject matters 
in these departments 

2 That a modern building be immediately erected for the house- 
ing of the college of education and that this building be equipped 
with all the necessary appliances and apparatus for training sup- 
erintendents, supervisors, and high school teachers 

3 That a system of cooperative supervision of class room instruct- 
ioT\ in all classes attended by students of the college of educa- 
tion, be at once inaugurated. Such an arrangement is practically 
necessary for a college of education that in all classes students 
may come in daily contact with the best technique in the various 
subjects in the courses of study 

In a college of arts and science the teaching process is a means to an 
end. In a technical college other than a college of education the 
teaching process is only a means to an end and that end has no im- 
mediate relation to the teaching process. A college of education 
on the other hand which is a technical school is not only interested 
in the teaching process as a means to an end, but the teaching pro- 
cess is also an end in itself. The teaching must not only be good 
in order to give the subject matter in the most efficient way, but it 
must be good in order to present good models of presentation to 
and develop good habits of presentation in the student body. The 
position of the student in the college of education is unique in that 
he is not only learning a subject matter, but learning how to pre- 
sent the subject matter 

The college of education needs greatly to be strengthened along these 
lines in the ways indicated above 

Cooperation with the office of the state Superintendent of Public 
Instruction 

In order that the resources of the College of Education may be 
made available to the office of the state Superintendent of Pub- 
lic Instruction and that the opportunities for service offered by 
the office of the state Superintendent of Public Instruction may 
be made available to the professors and students of the college 
of education the following recommendations are made : 

That a department of Efficiency Tests and Survey be established 
in the College of Education which shall be in close cooperation 



PROFESSIONAL TRAINING OF TEACHERS Jl 

with the proposed Bureau of Efficiency and Economy in the of- 
fice of the state Superintendent of Public Instruction 

That the college department of Efficiency Tests and Survey be 
always at the call of the state Superintendent of Public Instruc- 
tion to assist him in working out efficiency methods, in conduct- 
ing cooperative surveys for which requests have come in from 
the field, and in developing the clearing house feature of the 
office of the state Superintendent 

That the opportunities for service afforded by the office of state 
Superintendent of Public Instruction be always available to the 
department of Efficiency Tests and Survey of the college 

Ohio State Normal College of Ohio University 

The nature and extent of the survey 

Four days were spent in actual visitation during the spring term. 
Fifteen exercises, as in other cases, were taken in shorthand by a 
court stenographer and the estimate of classroom instruction is 
based on a close analysis of this material combined with the notes 
taken by the director of survey during the exercises 

Previous to the survey, the director of survey had a two-hour con- 
ference with the president of the university who gave his hearty 
cooperation throughout. After the survey another conference was 
held with the president 

The dean of the normal college also spent several hours with the di- 
rector and assisted in making a schedule of visitation. He gave 
the director full liberty to visit any and all exercises of the college 

The director attended and addressed a chapel exercise and spent two 
evenings in conference with the field workers from Ohio University. 
Conferences aggregating 22 hours were held with the president, dean 
and various members of the faculty 

Organization 

The organization of the normal college and its relation to the uni- 
versity is shown clearly in the accompanying chart which was 
prepared with the assistance and advice of the president of the 
university and the dean of the normal college 

The chart shows that 

1 The faculty of the normal college has no separate organization 

2 The instructor in method in the upper 4 grades has no direct 
supervision of critic teachers in these grades 



72 



OHIO STATE SCHOOL SURVEY REPORT 



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PROFESSIONAL TRAINING OF TEACHERS 73 

3 That teachers of special method have no stated relation to critic 
or student teachers in the practice school 

The following advance steps have been taken since the college opened 
in September, 1913 

1 The work has been better distributed among professors and the 
average amount of instruction has been decreased after a careful 
study and amending of the schedule. At the present time the 
average number of hours per week per staff member does not 
exceed 14 hours 

2 The size of the classes has been greatly decreased and as far as 
possible standardized, by dividing classes where this could be 
done without overloading instructors. The larger classes are 
found in subjects where large classes are least objectionable. At 
the present time 55% of the classes have a membership of less 
than 20, 33%% between 20 and 30, 6>4% between 30 and 40, and 
5% of 40 or over 

3 Plans have been worked out to 

Abandon small cultural classes where cultural courses of 
equivalent value are open to students without- overcrowding 

Give electives less frequently, but sufficiently often to give 
students at least 2 chances at each elective during the college 
course 

4 Since the beginning of the fall term, the professor of method in 

the college has been made responsible for the supervision of 
class room instruction within the grammar grades while the prin- 
cipal of the practice school continues as formerly in charge of 
instruction in the primary grades. A system of interdepart- 
mental conferences is to be inaugurated for the interchange 
of ideas as to methods in relating subjects. An effort is to be 
made to strengthen the teaching of method in the secondary 
practice school where agriculture, in particular, suffers from 
a lack of instruction in method 

These are important steps in the direct line of progress 

Classroom instruction 
The material of instruction 

The material offered by the instructors was notably adapted to the 
capacity of the student body in 14 cases out of 15 

The adaptation of the material to the present needs of the students 
was excellent in 12 cases out of 15 



74 OHIO STATE SCHOOL SURVEY REPORT 

Instructors related the material offered to the past experience and 
knowledge of the students, notably well in 8 cases and well in 6 
cases out of 15 

Instructors related the material to the future problems of students 
both as individuals and as professional men and women, and 
brought out this relation in class, notably well in 9 cases, some- 
what in 3 cases and not at all in 3 cases. In 4 lectures out of 15, 
careful attention was given to distinct professional problems 

Assignments 

In general the assignments were good. In 2 cases the motivation of 
assignments by problems was noteworthy. In no cases were the 
assignments merely by chapter or page. The making of some of 
the assignments was put off so long that it had to be rapidly done 
at the close of the recitation, but this was undoubtedly due in part 
to the presence of the examiner. In other cases the assignments 
were missed by the examiner on account of the necessity of getting 
to other classes on time 

Habit formation 

Instructors demanded and obtained exactness, accuracy and truth- 
fulness of statement from the students notably well in 7 cases, 
well in 4 cases, somewhat in i case and were deficient in this re- 
spect in 3 cases. Instructors allowed 2 errors in fact to pass un- 
noticed 

Instructors insisted on clearness and definiteness of statement with 
notable success in 5 cases, with good success in 3 cases, with some 
success in 2 cases and with very poor success in 3 cases. In the 
other 2 cases there was neither special emphasis nor the need of it 

In general students used excellent English while reciting. One 
instructor failed to correct slovenliness in expression of which 
cognizance should have been taken 

The interplay of question and answer was usually good. In 6 ex- 
ercises the questioning of the instructor was notably effective 
and sufficient in amount and the students answered well. In i 
exercise numerous questions and answers were given, in 6 some 
questions were asked, while in 2 no questions were asked by 
either instructor or students 

Of the 822 questions asked in the 15 exercises analyzed 119 or 
over 14% were thought-provoking, 678 or about 81% were ques- 
tions calling for statements of fact and 25 were unclassified. 
Eighty-nine questions or about 10% suggested the answers 



PROFESSIONAL TRAINING OF TEACHERS 75 

Out of the 787 answers given by students in the fifteen exercises 
analyzed, 92 or about 12% were yes and no answers ; 463 or about 
58% were word and phrase responses; 232 answers or about 30% 
contained one or more sentences each and of these 29 or 8.7% 
might be classed as fluent recitations 

In II exercises there was more or less fluent recitation. In 2 cases 
particularly, students without exception, talked well and to the 
point. In 4 recitations there was either absolutely no response 
by students or merely monosyllabic answers to occasional ques- 
tions 

Five recitation exercises gave room for open discussion. In 3 
others the nature of the material did not lend itself to the use of 
this method. In 6 exercises, however, students might well have 
been given opportunity to express themselves but were not 

In 2 recitations under the same professor the students did the lec- 
turing. The student lecture method is the rule in these classes. 
The students learn to think on their feet and express themselves 
well and the assignments are carefully made by the instructor. 
But, as little or no opportunity is given to students to question 
one another, and as the instructor asks few or no questions, the 
contribution of each does not become the property of all. The 
pupil lecture method without being supplemented by thorough 
discussion and searching questioning, has led in this case to a 
"pockety" knowledge of the subjects studied in this department 
judging by recitations observed in other courses requiring the work 
of this department as a prerequisite 

The extreme opposite of this method is found in another depart- 
ment where 4 lectures were heard in the spring and summer 
sessions. In this department the lecture method ruled practically 
supreme. When questions are asked, yes and no, or other one 
word answers, are usually sufficient. Questions are too frequently 
addressed to the class as a whole and the professor often proceeds 
without waiting for an answer 

Notably well balanced topical recitation was observed in one de- 
partment 

The share of students in the recitations varied from 5% in sociology 
and 10% in history to 48% in psycholog}^ and 72% in English 
literature 

Mannerisms 

The most frequent mannerism was the unnecessary repetition of 
the students' answers. In only i of these cases, however, was the 



76 OHIO STATE SCHOOL SURVEY REPORT 

repetition caused by indistinct responses from the class. In 5 cases 
the mannerism was rather pronounced 
In the main, instructors stuck to the subject in hand. Two pro- 
fessors, however, spent a great deal of time in irrelevant and un- 
necessary talk. In I case this is evidently a confirmed mannerism 
as it appeared in each of 4 exercises heard 

Summary 

The spirit and atmosphere of all classes visited was excellent 

The technique of instruction was in most cases of a high order 

The 3 lessons given by critic teachers were of a particularly high 
order as regards skill in questioning, choice of material and se- 
curing student cooperation, and were excellent models for the 
student body 

The study revealed extremely wide divergence in method of pre- 
sentation ranging from the unadulterated lecture to the student 
lecture, extremes which are out of place in a professional school 
for the training of teachers, where the methods used by the pro- 
fessors are naturally regarded by the student body as more or 
less authoritative and worthy of emulation 

The study revealed much well balanced instruction which might 
be a good influence on the method of the student body 

Some members of the college staff show mannerisms and slight 
mechanical defects in technique which are apparently not so com- 
mon among the teachers in the practice school and which might 
easily be corrected 

The absence of systematic supervision of the class room instruction 
given by professors in the college, of faculty meetings and inter- 
departmental conferences, make it extremely difficult to strength- 
en the weak places and make still stronger the strong places in- 
dicated by this study 

The character of the work indicates that it is as unnecessary as it is 
illogical for the state to require the graduates of this state aided 
institution for training teachers to pass the same examination as 
candidates for certificates who have had no professional training 

Source and destination of students 

In May, 1913, 72 members of the graduating classes of the four and 
two year courses filled out cards calling for information as to 
previous training and experience as well as proposed career after 
graduation. Forty-two of these had no previous experience teach- 
ing but 30 had taught previously 



PROFESSIONAL TRAINING OF TEACHERS 'JJ 

Students in the two year course without previous experience in 
teaching 

Of 37 such students prepared in city schools, 19 intended to take 
up specialties and 17 expected to do regular grade work, 14 in 
the city, 2 in village and but i in rural districts 

Of I student trained entirely and 14 trained partly in rural dis- 
tricts, but 2 were willing to go back to the country to teach 

Students in the two year course with previous teaching experience 

Of 7 students trained entirely and 12 trained partly in the city, 
none desired to teach in rural districts 

Of 9 students trained entirely and 31 trained partly in rural dis- 
tricts, only I desired to go back to rural schools to teach 

Students in the four year course without previous teaching experience 
Of 13 students prepared in the city in whole or in part, 4 wished to 

teach specialties and 9 expected to teach in high schools. Two 

of these specified city high schools 
Of the 4 students prepared wholly or partly in rural districts, i 

wished to teach a specialty and 3 desired to teach in high schools. 

One stated a preference for the city 

Students in the four year course with previous experience 

Of 14 students trained wholly or partly in the city, 5 wished to 
teach specialties and 9 to teach in high schools. One preferred a 
city high school 

Of 19 students prepared partly in rural schools, 6 wished to teach 
specialties and 13 preferred high school positions. Four of these 
preferred city high schools and 2 township high schools 

Summary 

Graduates of the four year course naturally gravitate toward spe- 
cialties and toward high school positions with a rather strong 
preference for the city. Only 2 students expressed a preference 
for a position in a township high school 

Graduates of the two year course, irrespective of teaching exper- 
ience, gravitate toward the city, although those who receive their 
preparation in the rural districts are apparently more likely than 
city trained students, to choose teaching in the country schools 

Positions filled by graduates of the college 

Of II graduates of the two year course of the class of 1910, not i 
has taught in a rural district. Eight are now teaching in city schools,, 
2 in special district schools and i has left the profession 



78 OHIO STATE SCHOOL SURVEY REPORT 

Of 15 graduates of the two year course in 191 1, not i is now teach- 
ing in a one room rural school ; i is teaching in a centralized town- 
ship school, 10 are teaching in city elementary schools, i is teach- 
ing in a centralized township school, i is teaching in a village high 
school, and i has married and left the profession 

Of 21 graduates of the two year course in 1912, 16 started in city 
elementary schools, 2 in village schools, i in a consolidated town- 
ship school, and i in a one room rural school 

Of 5 graduates from the four year course in 1910, i is taking graduate 
work, 3 are teaching in high school and i is teaching in a university 

Summary 
Of all these graduates] but i is now teaching in a one room rura^ 

school 
In 19 13, of 46 graduates, 34 were teaching in city elementary schools 
and of those remaining, 4 were teaching in high schools and i in 
a university 
Only 2 graduates since igio have left the profession, i to be married 
Not I graduate since 19 10 has left the profession to enter another 
The investment of the state in the normal college brings magnificent 
returns so far as graded elementary schools and high schools ar© 
concerned, but the institution does not and cannot be expected to 
supply the demand for trained teachers in rural schools. The 
course for rural teachers enrolling last year 129 students is doing 
excellent work under an experienced teacher, but it cannot be ex- 
pected to supply the demand in southeastern Ohio even if there 
were not a decided tendency for students to leave this course for 
others 

Constructive suggestions 

While the historical reason for not having any separate organization 
of the arts college and normal college faculties has been thoroughly 
valid, the time has undoubtedly come when the normal college 
faculty, while continuing to meet with the whole university faculty, 
should be allowed a distinct organization to deal with distinctly 
normal college matters such as supervision of class room instruc- 
tion and cooperation between instructors in special method and 
those in practice schools 

Some scheme should be worked out to provide for cooperative super- 
vison of class room instruction in college classes 

While the emphasis from the method standpoint is necessarily dif- 
ferent in college instruction from the emphasis in elementary in- 
struction it should nevertheless be one of the greatest cares of the 



PROFESSIONAL TRAINING OF TEACHERS 79 

normal college to so present material to its classes as to reinforce 
and not oppose the instruction given to normal college students in 
the practice school and in the method classes of the college. If 
difference of theory arises and reconciliation of opposing views is 
impossible, students should be shown clearly the bases for the op- 
posing views so that the confusion which results from contradic- 
tory, dogmatic instruction may be obviated. The normal college 
is a technical school and the technique of the professional staff 
should be of the very highest order 

Cooperation vAth the office of the state Superintendent of Public 
Instruction 

In order that the resources of the State Normal College of Ohio 
University may be made available to all boards of education in 
its constituency and to the office of the state Superintendent of 
Public Instruction, and in order that the opportunity for service 
offered by the office of the state Superintendent of Public In- 
struction may be made available to the professors and students 
of the State Normal College of Ohio University, the following 
recommendations are made : 

That a department of Efficiency Tests and Survey be established 
in the State Normal College which shall be in close cooperation 
with the proposed Bureau of Efficiency and Economy in the 
office of the state Superintendent of Public Instruction and 
shall conduct field studies and apply efficiency tests in schools 
within its constituency 

That the college department of Efficiency Tests and Survey be 
always at the call of the state Superintendent of Public Instruc- 
tion to assist him in working out efficiency methods, in con- 
ducting cooperative surveys for which requests have come in 
from the field, and in developing the clearing house feature 
of the office of the state Superintendent 

That the opportunity for service offered by the office of the 
state Superintendent of Public Instruction be always available 
to the department of Efficiency Tests and Survey of the college 

Ohio State Normal College of Miami University 

Scope and method of survey 

Three days were given to actual inspection of class room instruction 
during the spring. Twelve exercises were taken by an expert court 
stenographer. On the transcripts of these the analysis of class 



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OHIO STATE SCHOOL SURVEY REPORT 



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PROFESSIONAL TRAINING OF TEACHERS 8l 

room instruction is based. The director met with the whole faculty 
in conference and had extended conferences with the president of 
the University, the dean of the normal college and the field workers. 
In all, II hours were spent in conferences. The director of survey 
was given the fullest cooperation of the authorities of the normal 
college and university 

Organization 

The accompanying chart which was compiled with the assistance of the 
president of the university, the dean of the college and a committee 
of the faculty indicates the relation of the college to the university 
and the main features of the internal organization of the normal 
college 

As will be seen from the chart 

1 The articulation between the academic and method departments 
has been rather loose. There is no definite cooperation as to 
method 

2 Professors in the academic department do not, except casually, 
come in contact with the teaching in the practice school 

3 The professors of some special branches such as normal training 
and agriculture have but occasional supervisory relations with 
the teaching of their subjects in the practice school 

The internal organization is excellent in the following ways: 

1 Academic instructors help in the formulation of courses of study 
which critic teachers must follow 

2 The director of practice has absolute control, under the dean, of 
the supervision of practice teachers and critic teachers 

3 The director of practice also directs the professional instruction 
in the normal college 

4 Teachers of special method visit critic teachers with the advice 
and consent of the director and make suggestions to critic 
teachers 

5 The whole faculty cooperates with the dean in drawing up 
courses of study for the college 

The following advance steps tending to correct the conditions noted 
above have been taken since the college opened in September, 1913 

I The director of the practice school meets the special practice 
teachers in conference in the same way that he meets the regular 
practice teachers so that his supervision over the special branches 
is much more direct 

6 s. s. 



82 OHIO STATE SCHOOL SURVEY REPORT 

2 The critic teachers of special branches also meet with the director 
in conference and are much more directly under his supervision 

3 The academic department has been tied up v^ith the method de- 
partment by making the teachers of subject matter, with one 
exception, also responsible for the teaching of special method 

4 A promising beginning has been made on a plan of cooperative 
supervision of class room instruction in college classes 

Classroom instruction 

The material of instruction 

The material offered by the instructors was notably well adapted 
to the capacity of the student body in all I2 recitations analyzed 

The adaptation of the material to present needs of students was 
excellent in ii exercises out of 12 

Instructors related the material offered to the past experience and 
to the knowledge of the students notably well in 6 cases, well in i 
case, somewhat, in 4 cases and not at all in i case out of 12 

Instructors showed clearly to their classes the relation of the ma- 
terial offered to future human and professional problems, notably 
well in 3 cases, well in 2 cases and not at all in 7 cases 

Assignments 

No assignments were made by page or chapter alone. Two were 
motivated by the statement of problems. Two assignments were 
rather vague. Two assignments were hastily given at the close 
of the recitation. The examiner missed several assignments ow- 
ing to the necessity of getting to the next class on time 

Habit formation 

Instructors demanded and obtained exactness, accuracy and truth- 
fulness of statement notably well in 8 cases, well in 2 cases, and 
failed in this respect in 2 cases out of 12 

Instructors insisted on clearness and definiteness of statement with 
notable success in 4 cases, with good success in i case, with some 
success in i case and ignored indefiniteness of statement in 6 
cases out of 12 

In general there was no need to correct students for errors in 
English. In i class where this was necessary the instructor 
handled the matter extremely well and in 2 others well 

The interplay of question and answer was notably good in 3 ex- 
ercises, fair in 5 and insufficient in 4 exercises out of 12 



PROFESSIONAL TRAINING OF TEACHERS 83 

Of the 594 questions asked in the 12 exercises analyzed, 178 or 
about 30% were thought-provoking, 401 or about 67% were ques- 
tions calling for statements of fact, and 15 questions were un- 
classified. Fifty-four questions or about 9% suggested the answers 

Out of the 563 answers given by students, 52 or about 9% were yes 
and no answers; 173 or about 30% were word or phrase re- 
sponses ; 274 or over 48% were sentence responses, and 64 or 
about 11% might be regarded as fluent recitations 

In 7 exercises out of 12 there was more or less fluent recitation, 
while in 5 recitations, there were neither topical nor fluent recita- 
tions. In I of these only 6 responses of more than a word or 
phrase were given 

Six recitations found place for open discussion. In 2 the discus- 
sions were notably good. In 2 exercises where discussions might 
have been used to advantage, no opportunity was afforded 

The share of students in the recitation varied from 15% in geogra- 
phy to 53% in psychology. In 10 of the 12 recitations the stu- 
dents' share amounted to over 30% 

Mannerisms 

The most frequent mannerism was the unnecessary repetition of 
the answers of students. With i instructor this was very pronounced 

Summary 

The atmosphere of all classes visited was excellent 

The methods used by instructors were, on the whole, excellent and 
offered worthy models to student teachers, although in some 
classes insufficient opportunity for self expression was given to 
students and some exercises were marred by minor errors in 
technique 

The class work of the 3 critic teachers visited was excellent and 
was free from minor defects of technique 

The absence of a sufficiently close articulation between the 
academic, method and practice departments makes difficult the 
strengthening of the weak places and making stronger the strong 
places indicated in this report 

The character of the work of the institution as a whole indicates 
that it is as unnecessary as illogical for the state to require the 
graduates of this state supported institution for the training of 
teachers to pass the same examinations as candidates for certifi- 
cates who have had no professional training 



84 OHIO STATE SCHOOL SURVEY REPORT 

Source and destination of students 

In May, 1913, 109 students of the Ohio Normal College of Miami 
University filled out cards calling for information as to previous 
training and experience and proposed career after graduation. Sev- 
enty-eight of these had had no teaching experience while 31 had taught 
before entering college 

Students without previous experience in teaching 

Of 26 students prepared entirely in city schools, 15 desired to take 

up specialties and 11 to do regular grade w^ork, 5 in the city, 4 

in city or village and i in rural schools 
Of 17 students prepared wholly or partly in rural districts, 5 wished 

to teach specialties, 2 wished to do grade work in the city, 6 in 

the city or village, and 4 in rural schools 

Students with previous experience 

Of 4 students prepared entirely and 6 wholly in the city, 5 wished 
to teach specialties, i desired to teach in city grades, 4 in city or 
village and none in rural schools 

Of II students prepared wholly or partly in rural schools, 7 wished 
to teach special subjects, i wished to teach in city elementary schools, 
2. in village, and i in rural schools 

Summary 

Graduates of the normal college naturally gravitate toward teach- 
ing specialties and toward city schools. Students prepared in 
rural schools, are apparently more apt to choose the rural dis- 
tricts than city trained students. Only i of the latter and 5 of 
the former expressed a preference for teaching in rural districts 

Positions filled by graduates of the college 

Of 24 graduates of the class of 1910, not one has taught in one room 
rural schools. Two taught in centralized schools during the year 
after graduation. One of these is still doing so. Five are teaching 
in village schools, 3 in graded special district schools, 11 in city 
schools, I has gone into business, and 3 have married and have left 
the profession 

Of 46 graduates of the class of 191 1, 5 started teaching in one room 
rural schools, but all these have gone on to the village and city. 
At present 15 are teaching in villages, i in a special district, 21 in 
cities, I has gone into business, 3 have married and 5 have stopped 
teaching for other reasons 



PROFESSIONAL TRAINING OF TEACHERS 85 

Of 51 graduates of the class of 1912, none has taught in a rural 
school of any sort, 24 are now teaching in villages, i in a special 
district, 17 in city schools, while 9 have left the profession for 
various reasons 

Summary 

Not one graduate of the classes of 1910, 191 1 and 1912 is now teaching 
in one room rural schools and only i in a centralized township 
school 

Only 16% of the graduates in these years have left the profession, 
and only 11% for other professions 

The returns to the state from this institution are magnificent, but the 
state should not and cannot, justly expect it to supply to any great 
extent, the demand for trained teachers in the rural schools 

Constructive suggestions 

The movement inaugurated in September for closer cooperation be- 
tween the academic, method and practice departments in the college 
should be carried out as far as possible and the university com- 
mittee on efficiency as well as the whole normal college faculty 
should give all assistance possible to the dean in carrying out this 
important reform 

The plan already inaugurated for cooperative supervision of instruc- 
tion in normal colleges classes should be pushed with vigor and 
developed as far as possible, in the interest not only of students 
of this institution but of students of other institutions which need 
more class room supervision 

Cooperation with the ofBce of the state Superintendent of Public 
Instruction 

In order that the resources of the State Normal College of Miami 
University may be made available to all boards of education in 
its constituency and to the office of the state Superintendent of 
Public Instruction, and in order that the opportunity for service 
offered by the office of the state Superintendent of Public In- 
struction may be made available to the professors and students 
of the Normal College of Miami University, the following recom- 
mendations are made: 

That a department of Efficiency Tests and Survey be established 
in the Normal College which shall be in close cooperation with 
the proposed Bureau of Efficiency and Economy in the office 
of the state Superintendent of Public Instruction and shall con- 



86 OHIO STATE SCHOOL SURVEY REPORT 

duct field studies and apply efficiency tests in schools within its 
constituency 

That the college department of Efficiency Tests and Survey be 
always at the call of the state Superintendent of Public Instruc- 
tion to assist him in working out efficiency methods, in conduct- 
ing cooperative surveys for which requests have come in from 
the field, and in developing the clearing house feature in the office 
of the state Superintendent of Public Instruction 

That the opportunity for service offered by the office of the state 
Superintendent of Public Instruction be always available to the 
department of Efficiency Tests and Survey of the college 

State Normal Schools, Kent and Bowling Green 

Constructive suggestions 

Cooperation with the office of the state Superintendent of Public 
Instruction 

In order that the resources of the State Normal Schools of Kent 
and Bowling Green may be made available to all boards of edu- 
cation in their constituencies and to the office of the state Super- 
intendent of Public Instruction, and in order that the oppor- 
tunity for service offered by the office of the state Superintendent 
of Public Instruction may be made available to the professors 
and students of the State Normal Schools of Kent and Bowling 
Green, the following recommendations are made: 

That a department of Efficiency Tests and Survey be estab- 
lished in the State Normal Schools which shall be in close 
cooperation with the proposed Bureau of Efficiency and Econ- 
omy in the office of the state Superintendent of Public In- 
struction and shall conduct field studies and apply efficiency 
tests in schools within their constituencies 

That the normal school departments of Efficiency Tests and 
Survey be always at the call of the state Superintendent of 
Public Instruction to assist him in working out efficiency 
methods, in conducting cooperative surveys for which requests 
have come in from the field, and in developing the clearing 
house feature of the office of the state Superintendent 

That the opportunity for service offered by the office of the state 
Superintendent of Public Instruction be always available to the 
department of the Efficiency Tests and Survey of the normal 
schools 



PROFESSIONAL TRAINING OF TEACHERS 8/ 

Present differentiation of function performed and ser- 
vice rendered by the 3 state aided institutions 
in full operation before September, 1913 

The Normal College of Ohio University and the College of Education 
of Ohio State University 

Cards filled out by 66 students in the four year course of the normal 
college and by 73 in the college of education indicate that 

The normal college attracts a greater proportion of men 
The range and average of ages in the 2 institutions are prac- 
tically identical 

More students from rural districts attend the normal college than 
the college of education 

A good many students from two and three year high schools have 
been served by the preparatory department of Ohio University 
and prepared for entrance into the normal college 

The student body at the normal college contains a larger number of 
students with experience in teaching 

More students at the normal college had taught in village and 
township schools and more at the college of education had taught 
in city schools 

The 2 institutions serve quite different constituencies and are per- 
forming services to the state of different characters 

The two year courses of the State Normal College of Ohio University 

at Athens and the State Normal College of Miami 

University at Oxford 

Cards filled out by 125 students at Miami University and 188 at Ohio 
University indicate that 

The average ages of students at the 2 institutions are practically 
the same but the range of ages is much greater at Athens 

The institution at Athens registers about 20% more students who 
have had teaching experience than does the normal college at 
Miami 

Over 50% of the experienced teachers in the student body of both 
institutions have taught in township schools, but the Athens 
normal college has more of such teachers while the Oxford nor- 
mal college has more students experienced in city and village schools 
than has the Athens normal college 



88 OHIO STATE SCHOOL SURVEY REPORT 

On account of the existence of a preparatory school at Athens — 
now the secondary practice school — the Athens institution can 
and does cater more largely to graduates of second and third 
grade high schools 

Summary 
It is evident that 

1 The 3 institutions have well defined individualities 

2 They are performing functions considerably differentiated 

3 They cater to different constituencies 

Control and financial management of state institu- 
tions for the training of teachers 

Present conditions 

Each of the 5 state institutions for the training of teachers is con- 
trolled by an independent board 

These boards are limited in their powers only by the laws creating 
them and the appropriations made annually by the legislature 

The tendency is for the board of each institution to magnify its 
own institution. Since there is no provision for the different 
boards or faculties meeting together for discussion, a state wide 
program taking into consideration the needs, and the most 
economical use of the state's resources, is entirely out of the 
question 

There is nothing in the present law to prevent unnecessary dupli- 
cation of special departments and costly equipments and build- 
ings for these departments 

There is no channel by which the legislature can learn from disin- 
terested parties the educational needs of the state as a whole, 
nor even of the separate institutions. As detailed estimates of 
running expenses are not required the annual educational state 
budget can not be based on a thorough-going analysis of the 
needs of the various institutions nor of the state as a whole * 

Recently the director of survey received the following communication 
from a faculty member of a state-aided institution : 

"The controversy between Ohio State-supported institutions of higher 
learning, which has gone on in one form or another for the past 
twenty years, has been productive of no good, it has done much to 
prevent the generous state support of these institutions, and it is 



*A state budget commission has been appointed since this was written 



PROFESSIONAL TRAINING OF TEACHERS 89 

most unseemly. Those who are at all familiar with these various 
institutions have every reason to believe that each of them has 
been wisely directed and that the money appropriated has been eco- 
nomically expended. It is also well known, however, that there is 
no cooperation between these institutions, and no systematic effort 
to correlate the work with a view to producing the best results. 
This conditions has brought unfavorable criticism on the state 

'Tt would seem that an intelligent study of the existing work of the 
different institutions with a view to reasonable standardization of 
each to the end that there may be closer cooperation, would give each 
institution a clearer appreciation of the work and the problems 
of the other, and might go far toward bringing about a better under- 
standing and more efficient service to the state 

"While the work of the different institutions differs somewhat, it 
would seem that no hardship could arise if all were standardized 
as to (i) Entrance requirements; (2) Graduation requirements; 
(3) Transfer of students. At least sufficient uniformity on the 
above points should be secured to afford the greatest opportunity 
and the least embarrassment to the youth of the state in securing 
higher education 

"It is desirable that a committee of five members be appointed by 
the president of each institution, each committee to consist of the 
president, the dean of the Department of Education, and three mem- 
bers of the faculty who are best able to report on the three points 
stated above. These several committees should meet together in 
the office of the state Superintendent of Public Instruction at his 
call and under his chairmanship 

"The general problems involved should be discussed fully and special 
committees should be appointed to bring in full reports on each of 
the points of standardization specified. Each of these committees 
should be directed to meet once at each of the institutions repre- 
sented and to exhaust all means at their command to bring in com- 
prehensive reports. If any work or method of record at any institu- 
tion is such as not to command the full confidence of the committee, 
specific criticism and constructive suggestions should be made. The 
committees should confine themselves to the study of, and report 
on, the three topics above given but should have the broadest scope 
under these subjects 

"The final report of the joint committee including the reports of the 
special committees should be printed by the state Superintendent of 
Public Instruction and submitted to the Governor" 



90 OHIO STATE SCHOOL SURVEY REPORT 

Coordination of the state aided institutions 

The plan outlined in the above letter offers an excellent method of begin- 
ning a definite scheme of cooperation between the state aided institu- 
tions. Such a semi-official organization would soon make evident to all 
the essential community of interest of the publicly-supported institu- 
tions in the state and would pave the way for a more thoroughly co- 
ordinated state system of higher and professional education 

It is evident that 

All grants made by the state to educational institutions should be 
based on proved needs of that institution 

No grants should be made until after a thorough consideration of 
the relative needs of the various institutions and of the districts 
they serve 

No grants should be made until after a consideration of whether 
the grants will insure the best possible use of the investments 
already made for the good of the state as a whole 

While no doubt the time is not yet ripe for a thorough-going reorganiza- 
tion of the state's method of aiding public education the commission be- 
lieves that in order to insure the most effective use of the state's educa- 
ional resources in furthering public education in the state as a whole, 
some such plan as the following must eventually be adopted : 

In order to insure the most effective use of the state educational 
resources in furthering public education in the state as a whole, 
the following definite suggestions are made : 

That a state board of education consisting of 7 members be estab- 
lished of which 6 shall be appointed by the Governor, each for a 
term of 6 years — the seventh being the state Superintendent of 
Public Instruction, who shall serve during his term of office 

That no member of any board of trustees or faculty of any edu- 
cational institution in the state above the rank of high school 
shall be eligible for appointment to the State Board of Educa- 
tion 

That at least 3 members of the State Board of Education shall be en- 
gaged in some profession or calling other than education 

That at least i member be a woman 

That the members of the State Board of Education serve without 
pay, with the exception of legitimate traveling expenses 



PROFESSIONAL TRAINING OF TEACHERS QI 

That the board prepare for the legislature the tentative state 
educational budget based on detailed estimates supplied by the 
various boards of trustees of all state-aided educational insti- 
tutions above the rank of a high school, and on detailed esti- 
mates supplied by the office of the state Superintendent of Pub- 
lic Instruction of the amount of state aid required for ele- 
mentary and secondary schools 

That boards of trustees of the various state aided institutions 
above the rank of high school be required to hand in their 
estimates each year at a date set by the State Board of Educa- 
tion and on forms prescribed by that board and the State Budget 
Commissioner 

That the State Board of Education be authorized and required 
to so make its budget recommendations as to conduce to the 
effective correlation and co-ordination of all the educational 
resources of the state 

That any board of trustees of any state aided institution above 
the rank of a high school which contemplates adding another 
department to its work or lengthening or shortening the course 
leading to any certificate, diploma or degree, shall first make 
application to the State Board of Education submitting full 
reasons for the proposed change 

That the State Board of Education be authorized to deny any 
such application whenever in the judgment of the majority 
of its members the proposed change is not for the best interest 
of the state 

Summer schools for teachers 

Character of classroom instruction in summer schools connected 
with 3 state aided and 4 private institutions 

The summer schools of the Ohio State University, Ohio University 
and Miami University 

Twenty-nine exercises in these institutions were heard by the di- 
rector of survey. At Ohio University and Miami University 
where 22 exercises were attended, the director of survey was ac- 
companied by either the dean of the normal college or the presi- 
ident of the university. In every case the reports were made out 
and signed by both the representative of the institution concerned 
and by the director of survey 



92 OHIO STATE SCHOOL SURVEY REPORT 

Whenever in doubt as to any point capable of being tested, a test 
designed to settle the point in question, was given the students 

In but I case was the judgment of the director of survey more 
severe than that of the other examiner, but in several cases the 
representatives of the colleges were more exacting than the director 
of survey. Except in the case of the Ohio State University, the 
estimates of class-room instruction are based on the joint reports 

The classes visited were as follows : 

Three in agriculture 

Two in school administration 

Two in general method 

One in history of education 

One in school law 

One in educational psychology 

Two in child study 

Two in history 

One in arithmetic 

Two in nature study 

Twelve in special methods of teaching English, 

German, arithmetic, geography, woodwork, 

cooking, etc 

Reports on 29 exercises shows that 

The subject matter of 25 recitations was adapted to the capacity 
of the students, and in 2 cases failure in this respect was due 
to improper grading, caused by the uneven preparation of stu- 
dents who attended summer schools 

The subject matter of 25 recitations was adapted to the needs of 
the students 

The subject matter of 21 recitations was related by the teacher 
to the past experience of students and of 5 recitations was dis- 
tinctly not so related 

The subject matter of 25 recitations was adapted to the future 
problems of students and of 3 recitations was distinctly not so 
adapted 

In 16 recitations accuracy was required of the students and in 10, 
it was clearly not required 

In 16 recitations teachers demanded clear statements from the 
students and in 11 recitations clearness of statement was not 
insisted upon 



PROFESSIONAL TRAINING OF TEACHERS 93 

In 18 recitations the attitude and language of the students were 
SO good as to warrant no remarks from teachers, in 4 recita- 
tions Students were corrected for carelessness in speech and in 
7 no attention was given to the matter although there was 
much need 

The attention of the students was good in 26 recitations and dis- 
tinctly poor in but one 

In 22 recitations there were distinctly respectful and sympathetic 
relations between teacher and student 

In 22 recitations opportunity was given for considerable student 
cooperation, while in 4 the students had absolutely no oppor- 
tunity to take part, although they might well have done so 

Six assignments were properly motivated by means of suitable 
problems while in 4 cases assignments were by page or chapter 
and in 2 by topic. In 2 cases the teacher had to ask the classes 
what the assignments were 

Among professional subjects, the teaching of general and special 
method was particularly strong 

The teaching in several cases, particularly in educational 
psychology, was often ineffective owing to the failure of the 
teacher to find out from the students whether they understood 
the terms used in class and just what previous preparation the 
students had had, e. g. 

A class of 8 who had just heard a lecture on "nascent periods" 
was asked to write out the meaning of nascent. Four could 
give no answer while the other 4 gave incorrect answers or 
indefinite answers, such as "nascent — growing", and "nascent 
— just born, very young condition." Both students giving these 
answers were bachelors of arts and one was a bachelor of 
divinity as well 

The poorest teaching was found in the cramming or so-called 
review courses for teachers' examination, although good 
work was found in 2 of these. That examinations were in the 
minds of both students and teachers is shown by the fact that 3 
teachers explicitly warned their classes that they might get 
such and such questions in the examinations 

Ragged grading of classes, due to unequal preparation of stu- 
dents and to an insufficient number of teachers, is responsible 
for much teaching above the heads of the students 

A class of 42, in child study, was asked to define the following 
terms used during the lecture : environment, stimulus, adoles- 



94 OHIO STATE SCHOOL SURVEY REPORT 

cence, tends to persist, criterion, hypothesis, specific, pugnacity 
and transitory. One student made over 90% on these ques- 
tions, 9 between 80 and 90, 6 between 70 and 80, 3 between 60 
and 70, II between 50 and 60, 4 between 40 and 50, 4 between 
30 and 40, 3 between 20 and 30, and one 11. In so large a class 
made up of individuals of such varied capacities and training, 
it is impossible for the teacher to relate his instruction to the 
needs and past experience of his pupils 
The instruction in agriculture and other so-called practical sub- 
jects was uniformly good 

The summer schools of 4 private institutions 

Thirty-eight exercises were seen in these 4 schools. The observa- 
tions were made by Commissioner Thatcher and by the director 
of survey. The effects on class room instruction of too large 
classes in 2 of the institutions, improper classification due to 
unequal preparation of students, an insufficient number of in- 
structors, talking over the heads of classes, and too many 
cramming or so called review classes, are very evident, as in the 
case of the state aided institutions. The general excellence of 
the instruction in the practical branches is noteworthy as is in- 
struction in special method, particularly special method in 
reading 

Reports on 38 exercises show that 

The subject matter of 26 recitations was adapted to the capacity 
of the students and the subject matter of 5 recitations was dis- 
tinctly not so adapted 

The subject matter of 35 recitations was adapted to the needs of 
the students, but in at least 2 cases the needs were distinctly 
examination needs 

The subject matter of 31 recitations was related to the past ex- 
perience of students but in 2 cases these experiences were ex- 
amination experiences 

The subject matter of 31 recitations was related to future prob- 
lems which might confront students but in 3 cases these were 
examination problems. In 3 cases the subject matter had no 
relation to future problems 

In 27 recitations the teacher distinctly required accuracy while 
in 2 cases the failure in this respect was conspicuous 

In 23 recitations the teacher demanded clear statement while in 2 
there was a distinct failure so to do 



PROFESSIONAL TRAINING OF TEACHERS 95 

In i8 recitations there was no occasion for the teacher to speak 
of slovenliness of carriage or speech, in ii recitations the 
teacher corrected slovenliness of speech, while in 9 no attempt 
was made to correct obvious and serious errors 

In 30 recitations the teacher received good attention ; in 4 he 
did not 

In 31 recitations there were mutually respectful and sympathetic 
relations between teacher and students ; in 2 there were not 

In 32 recitations there was at least some opportunity for the stu- 
dents to take part in the exercise, while in 6 there was no such 
opportunity 

Teachers' institutes 

Cost of county teachers' institutes 

As each teacher receives from her school district $10 for attendance 
at the county institutes, and as 18,234 teachers attended the county 
institutes in 1913 the cost of teachers' institutes to the districts in 
in 1913, was $182,340 

In addition to this amount there was expended from the institute 
fund, which comes from teacher's examination fees and from mem- 
bership fees, the sum of $30,893.51 in the year 1913 

The total cost of county teachers' institutes in 1913 was $213,233.51; 
the average cost per county was $2423.07, and the cost per teacher 
in attendance was $11.69 

Nature of instruction given in teachers' institutes 

During the summer of 1913, 10 field agents visited 75 county institutes 
and heard 436 lectures. Each field agent was required to fill out 
blanks for each lecture calling for 
The titles of the lectures 
The topics of the lectures (professional, informational, or purely 

entertaining) 
The attentiveness of teachers 
Means of securing regular attendance 

A study of the field reports show that of the lectures heard, 
y.djo treated of special methods 
8.3% treated of class room management 
2.2% treated of history of education 
1.5% treated of school hygiene 
7.4% treated of child study 



96 OHIO STATE SCHOOL SURVEY REPORT 

11.4% treated of educational psychology 

8.7% treated of other professional topics 
30.4% treated of informational topics of direct value to teacher in 

her w^ork 
16.5% treated of matters of general interest 

5.6% were purely or largely entertaining only 

To summarize 

47.1% treated of professional subjects 
30.1% were informational but of direct value to teacher 
22.1% were purely entertaining or treated of matters of general in- 
terest only 

Attentiveness of teachers 

The attentiveness of teachers was estimated as 
Good in 290 lectures 
Fair in 116 lectures 
Poor in 33 lectures 

In all institutes a large proportion of the teachers were attentive 
at least passively, but in over 113 lectures, a few, and in a con- 
siderable number many teachers were so noisy or actively in- 
attentive as to disturb those teachers who wished to listen 

The standard of the examiners as to attention was not high. In 
many cases the notes indicate that there was much inattention 
when the attention was scored as good, e. g. the notes on one 
lecture where the attention was scored as good contain the fol- 
lowing passage : "On the whole the attention was fairly good, 
but the teachers were too noisy, talked during the lectures, came 
and went freely," etc. 

In another county the attention was reported as good in all exer- 
cises, while a superintendent from this county who was present 
at all sessions subsequently reported that the order was poor 
throughout 

The state Superintendent of Public Instruction addressed 18 in- 
stitutes and although he is the head of the Ohio school system 
and came in each case with a short, definite message, the order 
and attention were so noticeably poor in over one-third of these 
institutes as positivel}^ to interfere with the work of the insti- 
tutes. In 3 lectures the Superintendent had to demand attention 
before he could proceed. Evidently the institutes had become 
more or less demoralized before the arrival of the state Superin- 
tendent 



PROFESSIONAL TRAINING OF TEACHERS 97 

The teachers were not in all cases entirely nor even mostly, to 
blame as (i) programs were often not adapted to the needs of 
the teachers, (2) institutes were rarely held in sections, (3) teachers 
in all except a handful of institutes, were given absolutely no chance 
to react on the material offered but were expected to be entirely 
passive 

When people are filled up for 2 or 3 days with undigested 
information something is bound to happen in the way of self de- 
fence. All through the institutes where order was bad, the offi- 
cers informed examiners that the attention the first day was good 
but had become poorer as the institute progressed 

The attention in a large number of institutes was remarkably good 
considering the summer heat and the defectiveness of the or- 
ganization 

Anything less than excellent attention is demoralizing to teachers 
who in their turn must demand it of their classes, irrespective of 
the material they have to offer. Wherever teachers fail to listen 
intelligently the holding of the institutes involves a profitless ex- 
penditure of public money and unfair treatment of the boards of 
education. The $10 which the law requires boards to pay to each 
teacher surely should mean the giving of his attention as well as 
his presence 

Typical field notes on lectures are as follows: 
"A masterly lecture but unsuited to institute work" 
"Alert man full of enthusiasm" 
"A splendid instructor for institute work" 
"Not much inspiration" 
"Lecturer 10 years behind the times" 

"Lecturer not at his best, because worn out with summer school work" 
"Lecture especially good for young teachers" 
"Too much psychology. Talked over heads of teachers" 
"This man's talks were good, but were not appreciated. Gave the only 

practical talks at the institute" 
"Speaker has great ability, but devotes too much time to entertaining 

teachers. He is popular for this reason" 
"Given in connection with Chautauqua" 

"This man says many good things but entertains rather than instructs" 
"A fine speaker, quite an orator" 

"This institute almost wholly for the entertainment of the teachers" 
"Lyceum methods used here to hold interest" 
"Good material, but dry and prosaic" 

7 s. s. 



98 OHIO STATE SCHOOL SURVEY REPORT 

"Good lectures, but time shortened to attend Chautauqua" 

"One of the best instructors for young teachers, understood by all" 

"This man purely an entertainer" 

"Practical and helpful to teachers" 

Notes on 2 good institutes 

"A good institute. Instructors dealt exclusively in practical topics. 
Handled them sanely and used no difficult technical terms. They 
were good speakers. Consulted privately w^ith teachers. None 
of the work in the institute fell below fair. Attention of the 
teachers excellent" 

"Great interest among teachers. Had note books to take down main 
points. Held discussions. The instructors gave good material 
every time. The institute was a remarkable one in many ways. 
Many parents attended each session. People of the town supplied 
a lecturer or musician each evening. People of the town and 
county took an interest in teachers, gave them rides in autos and 
carriages each morning before sessions. Teachers came early 
and listened well. Considerable competition among towns to 
secure tlie institute" 

Notes by 2 examiners on 5 lectures in 3 institutes notable for poor at- 
tention 

"Attendance good but attention poor. Teachers freely conversed 
during Dr. 's lecture which I thought worthy of better treat- 
ment. After I of the lectures teachers freely applauded, al- 
though those near me had expressed the desire that it should be 
over. One near me with approval of others said "Goody, it's 
over." One lecturer, as the yodel was discussed in the lecture, 
yodelled, partly in fun, to get the attention of his audience, he said" 

"Subject matter of lecture too abstruse for a non-sectional institute. 
Would have been suitable for high school teachers of English. 
As a result attention soon waned. Some talked aloud. It be- 
came almost impossible to hear at the back of the room. When 
the lecturer recited a "limerick" only a handful were paying close 
enough attention to catch it. Only break in inattention was 
when marriage was mentioned, and then there was merely a 
temporary lull. Lecturer read from poems 15 minutes. Persons 
who had not listened applauded at the close" 

"Before lecture chairman reproved teachers for inattention. Before 
the end of the lecture however, 2 teachers were reading news- 
papers or magazines, i was examining photographs, 2 were ar- 



PROFESSIONAL TRAINING OF TEACHERS 99 

ranging their coiffures with the aid of hand mirrors, 2 Avere 
writing letters, 2 were asleep" 

"Excellent addresses. Lecturer used charts. Attention poor, talk- 
ing everywhere. One teacher writing a letter, 5 reading news- 
papers, 3 reading books, 2 inspecting photographs. Lecturer 
thanked audience and said that the attention was the best that 
he had ever had in that county" 

"Subject matter of lecture good but not adapted to the needs of 
primary or high school teachers. Six teachers reading news- 
papers and catalogues. Majority of audience talking more or 
less, some reading all the time. At least 6 teachers were chew- 
ing gum. Hum of conversation all over the room. Some young 
men sitting practically on the small of their backs. One young 
lady shooing flies. Another holding her hands over another's eyes. 
Young men and women signalling to one another across the hall. 
One man lying down on 3 seats placed together. Several young 
men throwing wads of paper at other members of the institute 
until the floor in one corner was littered. One young man was 
trying to put paper down a young lady's neck. Although the 
management had put up ropes to keep teachers out of the back 
of the room the ropes had been broken or removed and the back 
seats were occupied" 

Methods of securing attendance 

The methods of securing attendance vary from county to county ac- 
cording to the officers of the 69 county institutes 
Twenty-nine counties call the roll daily 
Five counties call the roll twice a day 

In 5 counties the teachers are put on their honor to attend 
In 5 counties teachers are provided with tickets which are punched 

at each session 
Four counties make an extra effort to have good music 
Twenty counties use no special method to secure attention 

General conclusions 
The study of the teachers' institute shows that 

1 Except in a few instances, teachers take no part in the work of 
the institute save by listening. At least 2 instructors, however, 
made a practice of securing the active cooperation of the teachers 
in every exercise 

2 Too large a proportion of the time is taken up by merely enter- 
taining or informational lectures 



lOO OHIO STATE SCHOOL SURVEY REPORT 

3 Except in rare instances teachers are not graded according to 
their needs, experience nor attainments 

4 Much of the instruction, especially in psychology is over the 
heads of a majority of the teachers in attendance at the institutes 

Constructive suggestions 

As some counties may have outgrown the institute stage while in 
others institutes may still offer the most effective way of increasing 
the professional attainments of teachers, in order that institutes 
may be more closely adapted to the needs of the counties it is 
recommended : 

That the county board of education be authorized and required to 
decide on or before Feb. ist, of each year whether the so-called 
institute fund shall be used during the coming year for institute 
purposes and whether school districts shall be required to pay 
teachers for attendance at institutes 

That in counties where no institute has been held district boards of 
education be authorized and required to pay to every teacher in 
their employ who has attended for at least 6 weeks a recog- 
nized summer school for the training of teachers, the sum of $io 

That in counties where no institute is held, the county board of 
education be authorized and required to pay every "beginner" 
who has attended at least 6 weeks at a recognized summer 
school $10 over and above the $io paid by her board of educa- 
tion, and that this payment be made at the end of the first month 
of actual school teaching, on the certificate of the district super- 
intendent that the teacher in question has actually taught i full 
month 

That in counties where institutes are held county and district boards 
of education be authorized to make such payments 

That in case county boards of education decide to retain teachers' 
institutes they may limit their length to 2, 3 or 4 days 

That the institute sessions at least i day be under the immediate di- 
rection of the county superintendent who shall arrange the program 
for that day, the expenses up to $50 being paid from the institute 
fund 

That the county superintendent and district superintendents of 
each county be authorized to work out an improved plan for 



PROFESSIONAL TRAINING OF TEACHERS IQI 

teachers' institutes, which plan shall be binding upon the officers 
of the county institutes 

This plan will compel teachers and managers of institutions to jus- 
tify the continuation of institutes at public expense by doing work 
which will win the ungrudging support of those who pay the bills 

Present means of educating rural teachers 

At present a normal college and a normal school are giving courses for 
rural teachers. Last year only one institution was giving such a course. 
The number enrolled in the course was 129. The number of new 
teachers required in the township districts annually is approximately 
3,000 

As has been shown graduates of normal schools and colleges do not take 
up rural school teaching in any number 

Experience of some other states 

As pointed out above, pp. 'j'j and 84, students reared in rural schools, 
though they, like others, feel drawn to the city, are more likely to 
take up teaching in the rural schools than students from villages and 
cities. The experience of several states, notably Minnesota, Michigan 
and Wisconsin, goes to show that if a sufficient supply of trained 
rural teachers is to be obtained it is necessary to 

Train rural teachers in rural institutions for training teachers 
Have a large number of centers for such training in order to tap the 
greatest possible sources of supply 

Minnesota in addition to courses for rural teachers in 4 normal schools 
maintains courses for rural teachers in 84 high schools, each of which 
receives $1,000 state aid 

Michigan besides ofifering courses for rural teachers in 4 normal schools 
maintains courses for training rural teachers in 45 high schools dis- 
tributed over the state. These high schools receive from the state 
$500 for each teacher employed in the rural teachers' training courses 

Wisconsin maintains in addition to courses for rural teachers in 5 normal 
schools, 27 county training schools, the expenses of which are divided 
between the counties and the state. So great is the need of trained 
rural teachers that at least 7 high schools in Wisconsin, entirely with- 
out state aid, have established rural teachers' training courses 



I02 



OHIO STATE SCHOOL SURVEY REPORT 



Summary 

The state is doing more proportionately for the training of high school 
teachers than for the training of elementary teachers. Not over 800 
new high school teachers are required each year while at least 5,000 
additional elementary teachers must be supplied annually. Two state 
aided institutions maintain four year professional courses for the 
training of regular high school teachers and one other for the training 
of teachers to teach specialties in high schools. These institutions 
give two year courses for the training of teachers for elementary 
schools. One more will be added to the number within a year 



WHAT OHIO 15 DOING TO TRAIN TfACHERS 



Annual 5upply 
oi Trained leacheM 



One part of one state institution supplies 1Z9rurai school teachers 



Annual Demand 
for New Teachers 



3,000 



10 State and city institutions supply 42 1 graded school teachers 



fflEBE' 


1 


fflfflEHB 



fflffifflW ifflBafflli 



a \ \:j 



2,400 

ESTIMATE 



5 state and city institutions supply 55 high school teachers 



\ \s 



soo 



Normal schools and normal colleges, even if they have special courses 
for rural teachers, do not and cannot supply trained teachers for rural 
districts. Every year about 3,000 teachers are required to fill vacan- 
cies in the rural elementary schools. As the total number of grad- 
uates of the state and city normal schools is only 427, and as the city, 
village and special districts require at least 2,400 additional teachers 
each year, it is clear that even if the normal colleges doubled and 
trebled the output they could not supply the demands of non-rural 
districts 



On account of their training for graded schools, of superior financial 
rewards in cities and villages, and of more highly developed social 
life in cities and villages, graduates of normal schools do not as a 
general thing, desire to go to rural districts to teach 



PROFESSIONAL TRAINING OF TEACHERS IO3 

Students who have been raised and educated entirely in the country, 
up to entrance into the normal school, are more apt to be willing to 
go back to the country to teach than city and village bred and trained 
teachers 

If rural districts are to be adequately supplied with trained teachers, 
it must be done in rural institutions sufficiently widely distributed 
to tap all available sources of supply. Schools must be taken to 
the students and must be established in an environment which will 
not educate away from rural life 

If rural schools are to come into their own, something must be done 
quickly 

To provide adequate remuneration to the rural teacher 

To see that when adequate remuneration is offered, capable teachers 
are appointed 

In many widely separated parts of the state the salary schedule bears 
no relation to teaching efficiency. A county noted for high salaries 
of rural teachers has not so high a percentage of teachers with 
academic training in advance of the grades, as another county 
which pays on the average extremely low salaries. This condition 
can be corrected by expert supervision and choice of teachers and 
by the general adoption of salary schedules based on experience 
and training 

Constructive suggestions 

That every section of the state may be supplied with facilities for 
the effective professional training of teachers in rural and village 
communities, it is recommended that 

The state shall pay a subvention of $i,ooo each to not less than i 
nor more than 3 first grade high schools in each county, whose 
boards of education are willing to establish a four year course 
for rural and village teachers, and to offer short professional 
courses to teachers in service and to beginners who are not in a 
position to take the full high school course 

Boards of education desiring to install such courses shall make ap- 
plication to the state Superintendent for approval, and the state 
Superintendent shall be authorized to approve or disapprove any 
application which may come to him. Three shall be the maxi- 
mum for any county 



104 OHIO STATE SCHOOL SURVEY REPORT 

Courses for teachers shall be established only in rural districts and 
in villages. At least one such course in each county shall be 
established in a rural district or in a village district with a popula- 
tion of less than 1,500 

One or more teachers shall be employed who shall devote all their 
time to professional instruction and supervision of practice teach- 
ing 

These teachers shall be appointed on the nomination of the county 
superintendent 

No teacher in the course for teachers in such a subsidized high 
school shall receive less than $75 per month 

High schools receiving the subvention shall be required to remain 
in session 36 school weeks each year 

Each county superintendent shall supervise closely all teachers' 
training courses in his county and shall teach at least 50 full hours 
each year in each such course established in his county 

These schools should offer short courses for teachers throughout the 
year, but unless their practice departments can be maintained dur- 
ing the summer, they should not offer summer courses 

Every such school should offer at least a one year course for the 
training of teachers for which the entrance requirements should be 
progressively increased according to a schedule similar to the fol- 
lowing : 

19 1 5 Graduation from an elementary school 

1916 Completion of i year in high school 

1917 Completion of 2 years in high school 

19 18 Completion of 3 years in high school 

Graduates of the one year courses should be given one year county 
certificates renewable twice without examination, and if successful 
three year county certificates once renewable at the end of the 3 
year period 

Graduates of these one year courses who are also graduates of first 
grade high schools should be given four year provisional certifi- 
cates, good only in schools under the supervision of the county 
superintendents. These certificates should be convertable into 
county life certificates by the state Superintendent of Public In- 
struction on proof of successful teaching 



PROFESSIONAL TRAINING OF TEACHERS IO5 

Graduates of one year teacher training courses who are also grad- 
uates of first grade high schools should be eligible for admission to 
the second year of any state normal school or college 

All schools offering training courses for teachers should (i) main- 
tain a practice department, (2) be authorized to make arrangements 
with boards of education to obtain practice teaching privileges in 
one room rural schools, and (3) require of all students extended 
observation work not only in the regular practice school but in 
ungraded rural schools 

That the 4 state aided normal schools and colleges may be enabled 
to exert the widest influence on the development of efficient rural 
schools it is recommended that 

They be authorized to make arrangements with 6 boards of educa- 
tion in non-centralized rural districts to take over the manage- 
ment of 6 one room rural schools in various parts of their con- 
stituencies and maintain these schools as model one room rural 
schools 

The normal schools and colleges each receive an annual grant of 
$3,000 from the state for the purpose specified 



VII CLASSROOM INSTRUCTION IN ELEMENTARY 

SCHOOLS 



Interior views 

1 "Teacher a middle aged man. Has taught all his life. Teacher loves 
his work and his pupils. Taught very efficiently, keeping his pupils 
intensely interested in their work. He never used a book in recitation, 
asked frequent questions in history and geography and made it a point 
to connect products and commercial activities with the physical con- 
ditions of country studied. Teacher owns a small farm in the neigh- 
borhood" 

2 "Teacher is alert and interested in her work and her pupils. She 
frequently draws on the children's own experience and knowledge to 
bring out the point under discussion" 

3 "Teacher does many out of the ordinary things to interest her pupils 
when the weather is bad. To keep them busy and out of mischief, at 
noon or recess, she has given them pieces of muslin stamped with fig- 
ures to be outlined in red floss. Boys and girls both like to do this. 
The older girls are taught plain embroidery. An agricultural exhibit 
was held here last fall. Teacher and pupils have made flower beds 
on all sides of the building and have planted seeds and bulbs. The boys 
have built 3 bird houses and placed them on or near the building. Wild 
cucumber vines have been planted to make a screen for the outside 
toilets. Five of the pupils were considered below normal by the 
teacher. Two of these cases may be due to defective eyesight. This 
has been reported to parents and some attempt has been made to correct 
the defects" 

4 "Teacher, splendid, wide awake, progressive and ambitious. She does 
not save herself any trouble to improve the school as far as it lies in 
her power ; but the school board does not recognize merit and hires all 
teachers at $40 per month without much regard for qualifications, 
experience or efficiency. The last day of school there is to be a plant 
judging contest. Each child is to bring a plant which he or she has 
cared for during winter" 

5 "Teacher has been making a study of primary methods. She has fur- 
nished wooden pegs, paste, scissors and paper and managed to keep 

(106) 



CLASSROOM INSTRUCTION IO7 

the little children busy at some definite task all the time. In doing 
this she did not neglect the older pupils. Her recitations aroused 
enthusiasm. The work was not confined to books. The teacher tried 
to acquaint her pupils with facts and conditions in life about them" 

6 "Teacher's first year teaching. Work good. Teacher takes great pains 
with each pupil. She is in close touch with her pupils, plays with 
them at recess and keeps on good terms with them. The teacher asks 
pupils to solve problems in more than i way" 

7 "A very fine spirit pervades this school. When a pupil passed before 
a visitor he always said 'Please excuse me.' Teacher aroused interest 
by questioning pupils about things in the lesson which might be within 
the common observation, reading or conversation of a pupil. Teacher 
played on the play ground with the children and frequently cautioned 
them about rough manners and coarse speech" 

8 "Teacher said the story class was his favorite. Six children of lower 
grades were in class. Teacher re-told a story, the children helping. 
Then as there were but 3 characters in the story, the children acted it 
out. It was very well done" 

9 "There was considerable waste of time. The teacher seemed to be 
waiting for something to happen. This created an expectancy which 
led the visitor to anticipate an event. However, nothing more excit- 
ing happened than frequent reminders to the pupils that it would be 
well for them to get to studying or a 'persuader' might be urged into 
practice. It was quite common for a pupil to interrupt a recitation 
with 'Teacher I can't get that there example' or 'Where is the spelling 
lesson for tomorrow?' Pupils took their time returning from recess, 
some of the boys coming in as much as 6 minutes late" 

10 "Pupils play in class, read answers from book and talk back to 
teacher. Both teacher and pupils went to window and looked out 
whenever they wished. In the afternoon the teacher called the 
advanced spelling class and they refused to go, claiming that no assign- 
ment had been given. Two hickory switches hung behind the teacher's 
desk" 

11 "When classes were called to recite teacher took book from i of the 
pupils and after learning where lesson began, proceeded to read aloud. 
Occasionally he paused and the pupils supplied the last word of sen- 
tence or paragraph. When 3 pages had been read thus, 3 more were 
assigned and the class dismissed. Pupils asked no questions nor were 
they encouraged to. Teacher had no familiarity with subject matter. 
When he ventured to ask a question he was not sure of the answer 



I08 OHIO STATE SCHOOL SURVEY REPORT 

and lost time hunting it up in book. But i topical recitation was called 
for and teacher repeated each statement of pupils. In spelling classes 
each child faced the school in turn, and spelled a word from the book as 
follows : 'I-n in, d-i indi, v-i-d individ, u, individu, a-1, individual, 
i individuali, t-y individuality.' After all the words had been so read 
they were spelled in same manner without books" 

12 "The teacher was pleased to see the visitor. He is 64 years of age 
and has taught 48 years. In the present district he has taught 5 years 
this time, 5 at another and doesn't remember how long at another (his 
house had burned and destroyed his records). He drew the plan for 
the present school house in 1872. He put in the seats, new ones, but 
all the same size ; he said he had told the board to get different sizes, 
but they didn't. He put up the slate blackboards. A string of tile lies 
in front of school lot ready to be put in. It was bought by the teacher, 
and he and the pupils will put it in. The teacher owns a good farm. 

A teacher in the adjoining district told me that Mr. teaches 

because he loves children. Five of his grandchildren are in school 
while a sixth, a girl of about 17, is a frequent visitor and helper. She 
was hearing a reading class when I entered. The teacher also has 
a cousin in school. All the pupils call him 'Grandpa.' Occasionally 
one says 'Mister.' He is somewhat old-fashioned but still keeps up 
with modern thought very well. He said he was trying the Montes- 
sori system on i pupil with good results. A general disorder marks 
the school room, — maps stacked in corners, calendars upside down, 
benches (used for debates, etc) not in order, but scattered, wall paper 
loose. The teacher is not tidy in appearance. These are my greatest 
criticisms. If they were remedied, very little objection could be offered. 
No attempt is made tO' have order — pupils stand up, change seats, and 
do as they please, run and talk loud in the room at recess without a 
word of reproof. And yet they will obey immediately and try to do 
anything the teacher asks. In his love for children and theirs for him, 
he is a modern Pestalozzi. I believe he has been and yet is, a power 
for good in the community" 

13 "In geography exercise the teacher asked questions while looking in 
book and looked at book to verify correctness of answers given by 
pupils. These answers were short, incomplete and frequently given 
only after pumping or leading questions by the teacher. The teacher 
did not illustrate or amplify. Back of teacher's desk was a case 
fastened to the wall, which I supposed was a map case. When I asked 
the teacher why she did not use maps in her work she told me that 
there were no maps in school. I asked her as to the case on wall. She 
said that she thought that had some fire-extinguishing apparatus in it 



CLASSROOM INSTRUCTION IO9 

and not maps. I opened it and found a set of maps, i for each conti- 
nent, I for the United States and i for Ohio, on rollers within case. I 
asked her (the teacher) if she had used any supplementary reading in 
geography work. She said, 'No, because there are no books.' In a 
case I found a set of Carpenter's Geography Readers" 

14 "There is an attendance of 24 pupils in 7 different grades. There has 
been a new teacher each year for the past lo years. Once, long ago, 
a teacher remained 2 years. The parents of some of the present pupils 
attended school in this same building and used the same desks. I felt 
quite uneasy sitting in the only visitor's chair for fear it would collapse 
with me. The school house is situated in a beautiful region, quite 
equal to the famous 'Blue Grass' region of Kentucky. Modern meth- 
ods of agriculture are in evidence everywhere ; the land is drained with 
tiling; aermotors supply water when it is dry; the barns and outbuild- 
ings for stock are exceptional. And yet, the very last concern of the 
community seems to be children" 

15 "This school was presided over by a male teacher. He made several 
mistakes in the pronunciation of words but his influence is of the very 
best. His school was the cleanest I have seen in the county. The 
maps are of date 1880. Imagine a teacher trying to use such geograph- 
ical maps. This section of the country is rich ; nearly all the farmers 
are getting automobiles. Picture an eight month school year in such 
a region. Think of a man with a wife and 2 children earning a salary 
of $440 per annum, which includes his pay for janitor service" 

16 "The parents are not in sympathy with school work. They will not 
furnish tablets nor pens and ink. Teacher furnished these himself. 
A part of the afternoon was given over to literary program. Several 
of the parents had called on teacher and refused to have children take 
any part. They said they did not send their children to school to learn 
such new-fangled notions. One little girl, 9 years old, has an excep- 
tionally bad case of adenoids. She has been going to school 3 years, 
is still in first reader and is not able to read at all. When the present 
teacher spoke to child's father he became very angry and teacher was 
unable to do anything with him. A word about the teacher. He is of 
Italian descent, an orphan and fresh air boy. Has made his own way 
and gained a fair education. He had a remarkable understanding of 
child nature and with his kind sympathetic nature drew the children 
to him" 

17 "The ABC method of teaching reading is the only one he knows; 
the first reader class was called and while i pupil stood by the teacher's 
knee and said and spelled the words of the lesson, the others whispered 



no OHIO STATE SCHOOL SURVEY REPORT 

and played until their turn came. I asked to hear a class in agricul- 
ture. The teacher said that he had had only 2 girls in that class and 
as they had so much other work to do, he told them that they might 
drop agriculture as he didn't see much need of it anyway" 

18 "In this school I found a very active teacher. It was seldom that he 
asked a question that could be answered by yes or no, and the ques- 
tions provoked thought. His pupils answered in complete sentences, 
not in a few detached words as in most of the schools I had previously 
visited. The pupils seemed to be eager to work. The discipline was 
good. This school showed the good effects of supervision. The 
teacher was very enthusiastic in his praise of the township superin- 
tendent" 

19 "This school was chosen for survey because located on a brick trunk 
road, on a trolley line. School's 37 pupils include a boy who is a defec- 
tive, a girl who has difficulty in speech, and a boy and girl who have 
trouble with their sight. The defective, clumsy in movement and in 
speech, with a teacher less able and tactful, would cause disorder. 
Pupils assist in many ways. The defective does errands and keeps the 
fire. Before dismissal, i of the pupils inspects all desks, to see that 
all are left in good order. This is done unobtrusively. Pupils criticize 
class work, emphasis being put upon good as well as upon bad points. 
In recitation each pupil quickly and quietly went to the front and faced 
the class while reciting. Emphasis was placed upon correct position 
and holding of the book in left hand. In arithmetic the teacher makes 
good use of 'Perception Cards' with 2nd and 3rd grades. Pupils 
respond quickly. In agriculture the work consists largely of readings 
by pupils with explanations by teacher. An Audubon Society has been 
formed, pupils members. There are addresses by interested persons. 
Pupils were interested in meeting to be held on the day following sur- 
vey. Individual towels are provided by pupils. No manual training. 
Organ used daily, stencils, etc., for first grade. Individual cups pro- 
vided by pupils, are kept in desks. Sanitary drinking fountain or- 
dered. On day of survey boys played 'Pull-away' and girls 'Grass 
Tag.' Parents are entertained by teacher and pupils who give simple 
plays arranged by teacher. Present paper and paint in building faded. 
Board plans to redecorate. This is an interesting school. It formerly 
had the reputation of being a hard school to manage. The present 
teacher was told that she would be unable to hold it for more than i 
year. She is now in her 5th year in the school" 

20 "The school house is very poorly furnished inside, desks old, and 
doors broken. The front door had to be propped shut with a broom 



CLASSROOM INSTRUCTION III 

on the inside during school hours. One of the doors to a cloak room 
was off I hinge and hung over in such a way as to require the children 
to stoop to enter. This particular cloak room is about half filled with 
trash. A good jacketed stove is in use and is located in one corner of 
the room. However, the old stove which is a very tall and large one 
is still left standing in the middle of the room, though never used. 
Decidedly the best part of the school's equipment is the teacher" 

21 "Pupils would frequently interrupt a recitation by leaving their seats 
and going to the teacher to ask some C[uestion or to obtain permission 
to leave the room, have a pencil sharpened, get a drink, or for some 
favor. The work was routine — always from the text-book. The 
teacher seemed not to be annoyed by inattention to study, to dropping 
slates, to rattling inkwells or other noises. A poor recitation in his- 
tory was met with the rebuke, 'You must study this lesson harder for 
tomorrow.' The only real studying in the room seemed to be done by 
the teacher. She took time between recitations either to read or study 
the lesson. There was not a suggestion of inspiration or interest in 
anything about the school unless in the appearance of the teacher who 
was unusually pretty" 

22 "Teacher placed on board 'an, man, ran, can.' Children took tablets 
and slates and copied same while teacher passed about among them 
giving a few individual suggestions. No instruction as to position, 
holding pencils and pens, principles involved, etc. In reading classes 
I pupil after another was called upon to read i paragraph or sen- 
tence. This he drawled out in a slow, mechanical way, in a monotone, 
no expression whatever, and no attempt at comprehension of matter 
read. The teacher took no part in the recitation at all except when 
pupils could not pronounce words ; these she pronounced for them and 
the recitation went on as before. This method of procedure I find to 
be the invariable rule followed by every teacher I have observed so 
far. They simply do not know how to give instruction in reading and 
the instruction in other subjects is equally poor. The following ques- 
tions were given as a 5th grade geography test. Since they indicate the 
character of the instruction given, I copy them verbatim : 

1 Name the states on the Gulf of Mexico 

2 Name 2 of the largest cities of the U. S. and tell where they are 

3 Tell all you can of the prairies of the U. S. 

4 Name the Great Lakes and name a city near them 

5 What has Columbus to do with our country? 

6 Write 5 lines about the wheat of the U. S. 

7 Describe our forests 



112 OHIO STATE SCHOOL SURVEY REPORT 

Despite the adverse criticisms given on these cards, I should rate this 
young lady high so far as the natural qualifications of a good teacher 
are concerned. She handles a school well, has excellent manners and 
bearing, but she is positively lacking so far as up-to-date professional 
methods are concerned" 

23 "This school is a good example of bad conditions that prevail in a 
large part of the schools of this and the adjoining counties. While the 
community is wealthy, they take little interest in and give little atten- 
tion to education. The building is probably 60 years old though in a 
fair state of preservation. The seats are ill adjusted; there are no 
window blinds ; and no screens to the windows. The outhouses are 
rather dirty and unsanitary. The well water is unfit for use. There 
are no cloak rooms separate from the main single recitation room. 
The teacher, a middle-aged widow, has had only i year of academic 
training beyond a meager common school education and this on com- 
mon branches. She has tried to read some books on education, but 
has never had any normal training. She knows next to nothing about 
method or the child mind. During my visit she ground out recitations 
at the rate of 50 per day. This gave no opportunity for individuality, 
for drill, for training in habits of accuracy, precision, or investigation. 
She did a large part of the reciting with some occasional concert 
approvals on the part of the various classes. The reading in the main 
was a meaningless, monotonous recital of words without interest or 
expression; and most of the work of the school was a dismal, dead- 
ening, mechanical grind that is a crime against the childhood of the 
community" 

24 "If there had been an attempt to find the worst place to locate a 
school they could not have done better, A creek runs around the 
school house cutting the ground so as to preclude any playground. 
The privies are on the edge of the creek and the smell is perceptible in 
the school house when the windows are lowered. Grounds are over- 
grown with brush and weeds. The building is lower than the road 
and the water runs off road into doorway. The water bucket stands 
on the floor. The community does not seem to be a very progressive 
one according to the teacher. The parents are accustomed to criticize 
and take the teacher to task for maintaining discipline. The building 
was disreputable. The ceiling was once blue. The seats were of 
various styles and many were broken. The door was held from out- 
side by a hasp and padlock, and inside by large rock. The teacher 
wore no coat. He had on a faded blue shirt with attached collar, no 
tie and big, wide black suspenders. He wore a gold ring and a leather 
watch fob. No time was lost since teacher was usually hearing 2 or 3 




H 





O 




o 




H 




^ 



CLASSROOM INSTRUCTION II 3 

recitations at a time. Recitations consisted of questions of fact and 
nobody answered. Pupils did not know how to go about it. Teacher 
heard a reading class and grammar class at once, holding a book in 
each hand. A reading recitation consisted of the pupils naming words 
in halting way and teacher's telling when the halt was too long. A 
boy read 5 minutes while teacher was explaining a problem to a girl. 
Primary history was merely the reading of the text. Boy, 13 years 
old, was in second reader and had never studied arithmetic. During 
recitations nobody seemed to pay any attention except the i perform- 
ing. Teacher gets older pupils to pronounce spelling lessons and hear 
reading of younger ones. The grammar lesson comprised the copying 
on board of outline on pronoun. The pupils were supposed to recite 
from outline, but they didn't. A few attempted to give some book 
definitions and the teacher helped them out. The surveyor was the 
first visitor the school had ever had so far as the memory of the oldest 
living inhabitant served" 

25 "This school was closed the evening before I called because of 2 
cases (in 2 families) of scarlet fever. I could not reach the other 
school the same day so with the help of the sub-director, I have made 
this report. The school house is a good one — a great improvement in that 
it has 2 good cloak rooms, 7x8, and a library room 7 x 12. It also 
has a corridor 5x15. The seats are single and in fine condition. The 
room is papered — walls and ceiling are clean, but the floor is very 
dirty. It has not been scrubbed nor cleaned for more than a year. 
The flies were thick all over the room, so many that I was greatly 
annoyed during the 4 hours I spent in the building. I found that the 
flies were hatched in the boys' privy — a most filthy place. The floor 
was saturated with urine and mud. I put up a bluff and instructed the 
sub-director to have house thoroughly cleaned and fumigated before 
opening school again. It is a pity that this one thing — dirt — should 
materially interfere with the making of a good school. I saw i 
indication of good work in agriculture — a set of examination papers 
on the teacher's desk in which good drawings were made illustrating 
'tongue grafting' and 'steps in budding' " 

26 "Yard was so covered with trees as to make it impossible to hold 
organized play. Clothes were hung on nails and broken hooks which 
had been driven in edge of shelves on which were placed the dinner 
pails. These shelves were bare and open. All the building needed 
repairs. School house siding is broken and the paper hangs loose, also 
foundation is open in places. A boy could almost crawl through coal 
shed roof. Both privies needed repairs but the boys' is in a deplorable 

8 s. s. 



114 OHIO STATE SCHOOL SURVEY REPORT 

condition. The bench is broken down and at present time excreta are 
deposited miscellaneously over the entire floor. A pupil informed me 
that it was in the same condition last year. The teacher says he has 
spoken to members of board about conditions, but nothing has been 
done up to date. The well is covered so carelessly that the autumn 
leaves have sifted through upon the water which stands within a few 
feet of surface. The boys said that last year for a few weeks it was 
not fit to drink as it was so yellow. At present i child is sick with 
typhoid fever and another is so ailing as not to be able to attend 
school. There seemed to be a great deal of unnecessary moving about 
room during entire day for all sorts of purposes. Teacher is very 
courteous. He had no chance to show knowledge of lighting as the 
windows lacked both shades and shutters. All the decorations are 
counted in 3 small pictures about 3x5 inches and a few maps drawn 
by pupils, an organ which is now away for repairs, 2 old charts, a 
state map, which is an advertisement of the Citizens' Bank, a broken 
globe, a large 1901 dictionary and a worn broom. Reading is taught 
even in the primary by having the pupils repeat words after the 
teacher. Arithmetic is taught, from what I could see, by example. 
Now this dark story has at least i bright side which is that the teacher 
is a kind fellow, who has the welfare of the pupils at heart and has 
the sympathy and backing of the people of the district as well as the 
confidence and love of the pupils. However, no matter how desirable 
good feeling may be in a school I should not care to have any one in 
whom I had a special interest exposed to that water and the filth laden 
flies" 

2^ "In the primary reading class the teacher read the lesson, a sentence 
at a time and the pupils read after him not knowing what they were 
reading. No one read i word withovit the teacher telling him the word. 
No attempt was made to emphasize the vital points. It was a very 
poorly conducted recitation, the teacher being guilty of almost all 
known kinds of errors. The history class was very poorly conducted. 
The teacher sat tipped back in his broken chair and read the questions 
and answers from the book all by himself. Sometimes the teacher 
would read the answer all but i word and the pupils would supply 
that I word at a guess. There are no blinds nor shutters and the chil- 
dren sit in the glaring sun light. The upper part of the inside wall is 
papered, the lower part has never been papered nor painted. Window 
panes are gone; there are holes in the walls and the stove pipe. It 
would be dangerous to build a fire in this stove. No coal bucket, 
shovel or poker. Seven seats haven't any desks so the pupils' books 
are piled on top of the big desk, and things generally have dilapidated 



CLASSROOM INSTRUCTION 115 

appearance. The floor is very, very dirty. The teacher sued the board 
of education last year for janitor fees of $8 but lost in court of 
appeals" 

28 "The day I visited this school was the monthly examination day, con- 
sequently I did not get to see the work so well as I could have on 
other days. However, I got a good general survey of it in the time 
I was there, for under the conditions, I did not think it necessary to 
stay all day. In regard to the conduct of the school will say that it 
was not of the best. The windows were protected by wire, to prevent 
the breaking of glass. The water bucket sat on the floor. In the cor- 
ner of the room there was a barrel of stagnant water, with 2 buckets 
hanging on the wall above it, which were to be used in the event of 
fire, a wholly unnecessary precaution in this building. The odor 
emanating from the barrel was in no wise similar to balsam. Some 
of the pupils were sitting on wooden benches, the regular seats having 
been broken. The teacher permitted them to lounge in their seats 
while reciting, while those who stood did not stand erect but leaned 
on the desks. In reading there were no questions asked looking to- 
ward the interpretation of the thought of the lesson. The teacher fre- 
quently called for attention by saying 'Let's all pay attention.' 
Younger pupils copied their reading lessons on slates. The only ques- 
tion asked in reading were on facts such as 'What did John find?' 
'Where did he find it?' 'What did he say?' etc. Then the teacher 
would narrate some of the story in short sentences and ask the ques- 
tion afterwards: 'Didn't he?' or 'Didn't she?' e. g., 'The man went 
down the road to the creek and couldn't get across, could he?' The 
school possessed no register, but an account book was used. The 
beginning class read from the first reader in concert. There was an 
abundance of hickory switches in the corner of the room. The teacher 
frequently told the pupils to get to work thus : 'Willie, do you know 
your definition? I am afraid you don't'" 

29 "The classes were not over 3 minutes long. Not any of the work 
here indicates either thought or method, in fact there was but little 
work done. The pupils did not recite enough to tell whether they used 
good English or not, but the teacher did not use good English. Three- 
fourths of the day was wasted by teacher and pupils in doing abso- 
lutely nothing. The ABC method of teaching reading is used. 
Children 11 years old were studying grammar. Teacher read ques- 
tions out of book, e. g. 'What is a noun?' Then the teacher would 
read the answer from the book and go on to the next question. There 
was not a pupil at the board while I was there. There was a long 
time between recitations. What is said of i recitation can be said of 



Il6 OHIO STATE SCHOOL SURVEY REPORT 

all. I went to see i member of the board about the physical conditions 
of things and was told the teacher last year burnt up the desks for 
kindling. I asked the son of the member of the board (an ex-school 
teacher) what his attitude was toward using the school house as a 
social center. He said 'It don't make no difference to me what 
they do' " 

30 "The primary history recitation consisted of reading from the book 
by the teacher. The pupils did not recite at all. This process was con- 
tinued through advanced history also. The recitation in hygiene was 
conducted in the same way, teacher reading from book, pupils reciting 
but little, or teacher asking questions from book and then reading the 
answers from the book, pupils sitting idly by. The boys' privy is dan- 
gerous ; a plank of the floor opening into the vault is gone. There is 
no water nearer than one-fourth of a mile and that is from a well of 
a private family" 

The actual day's work in 2 typical rural schools described by a critic 
teacher connected v^^ith a state normal college 
"8.30— Last bell 

8.34 — Teacher shows child place of lesson 
8.34-8.38 — Opening exercises. Teacher plans for cleaning school yard 

on next afternoon. Asks what plants children have seen. Advises 

children to press spring flowers 
8.41 — Teacher distributes material to ist and 2nd grades (drawing 

cards) 
8.46 — 2nd reading, i child at side of teacher pronouncing words in 

high monotone. No comment from teacher 
8.53 — Teacher says, 'Take from here to here for next lesson.' Child 

excused 
8.55-8.59 — ist reading, i child reads as before and is given similar 

assignment 
9.01- — Teacher sends children to write tables on board 
9.07 — Teacher sends 2 children to work problems on board. Teacher 

reads problem. Both children write on board. Both work. One 

explains (reads work from board). Emphasis entirely on form, as 

indicated in first solution here given : 

In a field 35 rods long and 32 rods wide, how many acres are there? 

35 rods = length of field 

32 rods == width of field 
160 square rods = i acre 
Required the number of acres 
in field 



CLASSROOM INSTRUCTION 117 



35 rods=length of field 
32 rods=width of field 

70 
105 

1 120 sq rds=area of field 

160 sq. rds.) 1120 sq. rds. area (7 acres in the field 
1 120 



What will be the cost of a pile of wood 80 ft. long, 8 ft. wide and 

4 ft. thick at $5.50 per cord? 
If a family uses 3 lbs. 13 oz. of sugar a week, how long will 6 cwt. 
10 lbs. last? 
9.35 — Both children erase work and are seated 
9:37 — Teacher takes primary children (2) to board. Writes 'The cat 

can see. A cat can see.' Children copy 
9 :39- — Asks older children to correct table written by another child on 

board 
9 42 — Two 4th grade boys pass to board. Teacher dictates 
I 3686 2 What will 127 barrels of sugar cost at $6 a barrel? 
4724 3 If a man travels 28 miles a day, how many miles will 
6583 he travel in 152 days? 

5798 4 At $15 an acre how many acres of land can be boughi 
6953 for $3,645 ? 



Full statements are requested as in other cases. Teacher asks for 
these statements. If children can not give them teacher does 

10:00 — Teacher says 'Excused' 

10 : 10-10 :20 — Recess 

10:21 — Teacher gives cut up pictures to primer children to put to- 
gether 

10:30— 3rd reading. Spelling and definition of words previously as- 
signed in the lesson. Two children and i book. Child reads, then 
tells what she has read. Child uses bad English, teacher does not 
correct. Child recites 'I Know the Song that the Bluebird is 
Singing.' Teacher asks her to tell what the poem means. Assign- 
ment: 'Finish about the robin and the bluebird' 

10 :56 — Class dismissed 

10:57 — 4th reading — i boy, McGuffey's Fourth Reader, 'You have 
what for your lesson today?' (The Voice of the Grass) Spell: 
dusty — road-side — noisy — brook ('You have seen a brook haven't 



Il8 OHIO STATE SCHOOL SURVEY REPORT 

you? Where? Tell about it'), humming — welcome — pleasant — 
gentle — deck — humble — command — silently. Child reads, teacher 
comments. 'When you say creeping you want to say it slowly — 
why? Pause there, there's a common after that.' Child recites the 
same poem from memory. Indistinct enunciation. Children evi- 
dently from German home. Teacher does not help in enunciation. 
Child tells in his own words what he thinks poem means. Assign- 
ment : 'Take the next lesson — all of it' 

ii:io — 5th and 6th reading. (2 boys, 3 girls) 'The Blue and the 
Gray.' One girl reads poem. Teacher : 'What mistakes did you 
see ?' Child : 'There was no mistake, but she paused where there 
was no commas.' Other criticisms similar, each repeated by teacher. 
'Who wrote it? How did he come to write it? Explain second 
verse.' Boy reads poem. Child says, 'Read too fast, did not pause 
at commas.' Another child recites poem. Assignment : 'For next 
lesson go over some of the poems we have had. We've done all the 
reading we had to do. We'll just review some of the poems. We'll 
forget them if we don't.' Another child volunteers to recite a poem 
previously learned. Recites, 'Village Blacksmith' 

11:25 — Class dismissed 

11:27 — 1st grade reading. Teacher points to words on chart. Boy 
repeats. When child fails teacher spells word, or if he then fails, 
teacher pronounces. Child repeats. Teacher pronounces and chil- 
dren spell: cat, mat, rat, fat, eat, pat, Nat, book, look, nook, took, 
girl, are, school, boy 

1 1 :35 — Dismissed for noon 

12:38 — School begins. Visitor gives light ratio problem to 6th grade 
and asks for compositions 

1 :oo — Teacher helps little girl with sewing card 

1 :25 — Sends ist grade boy to board to write language lesson (sen- 
tence about a cow) 

1:45 — 1st grade reading. 'What poem were you to learn? You 
weren't to have it all, were you? Tell about the cow, describe the 
cow, what color is it? Where did you see it? Tell something about 
the bluebird. What do they like to eat? Canaries are the birds we 
have in cages. Tell about them. Tell me about the sparrows. You 
see so many of them around, don't you? You don't like them very 
well, do you? They eat so many cherries and things, don't they?' 
Two children recite, 'I Know the Song that the Bluebird is Singing' 

1 :56 — Class dismissed, the boy to finish his sentences about the cow 
and the other 3 to draw the bluebird from a single copy 

2 :04 — Recess 

2 -.20 — Recess over 



CLASSROOM INSTRUCTION II9 

2 -.26 — Teacher says, 'Take out your copy books. Sit in good position 
and write' 

2 :34 — 'Stop writing and go on with your composition work' 

2:37 — 2nd and 3rd arithmetic. (3 children) Teacher: 'Count to 100. 
Give 2 table. Three table. Count by 5 to 100. If you have 3 
apples and mamma gives you i more, how many have you ?' 
'If you have 5 candies and papa brings 2 more from town, how 

many have you?' 
'If you have 4 puppies and find 3 more (you might, you know) how 

many have you?' 
Tf you have 6 pieces of candy and mother gives you 4 more, how 
many have you? 5 + 5, 6 + 4, 6 + 3, 5 -f- 2. (Teacher repeats 
answers of children). Yes, 5 + 5 ^ 10,' etc. 

2 45 — Class excused. 2nd grade sent to board to write numbers 
neatly 

3:11 — 3rd spelling. Teacher dictates a dozen words. Children write. 
Nothing done with words 

3:15 — 5th and 6th geography. (3 girls and 2 boys.) 'Where are the 
British Isles? Which is largest? Smallest? Where is largest? 
Smallest? Of what do the British Isles consist? Of what race are 
Britons? Describe surface of Great Britain. What about its cli- 
mate?" Child says: 'It is in the torrid zone. It is very hot, but 
has some cool days.' Teacher fails to comment 'Which of the 
cities have best coal and iron mines? Therefore, what can they 
make? What city makes most of it? Where is Birmingham? A 

great many years ago the Britons were noted for ? What 

famous for ? Do they have much cotton now? What about Scot- 
land? British ships carry about what per cent of commerce of 
world? Capitals of England, Scotland, Ireland. Tell me something 
about London. The British Museum is where? Two cities of Ire- 
land. Something about Belfast.' Assignment : 'Begin with France 
and Germany, down to the countries of the north' 

2 :30 — Dismissal" 

"8:25 — Arrived. School just taking up 

8:25-8-51 — Teacher writes problem for 7th and 8th grade on board, 
occasionally pausing to tell children a word in reading 

8:51-9:10 — Five ist graders pass to recitation bench. 'Count by 2 
to 100. Count by 3 to 100.' Teacher comments, 'He doesn't know 
them very good.' 'Count by 5 to 100. Count by 2 to 100. Count 
by I to 100.' (Class frequently interrupted to answer older chil- 
dren's troubles in arithmetic) 



I20 OHIO STATE SCHOOL SURVEY REPORT 



Examples : 








7+3 


7^1 


13+13 


2X8+2 


7+4 


8+8 


14+14 


2X7+3 


7+5 


9+9 


15+15 


2X10 


4+4 


lO+IO 


2X5 


2X10+4 


5+S 


ii+ii 


2X6 


2X 9+2 



6+6 12+12 2X7+1 2X13+2 

How many things make a pair? Two pairs of shoes = how many? 

Four pair of ducks = ? Six pairs of wings = ? 

Eight pairs of legs = ? 

'How many wings has a bee ?' Children give various answers — 
'Two' — 'Four' — 'Six.' Teacher confused, looks in book, turns 
pages, asking 'How many wings has a fly ?' Children give various 
answers. Teacher can't find what she wants in the book, then 
asks, 'How many halves make a whole? Halves in 2, 6, 9, 3's in 
12,-3X4,-4X3 
If I apple costs 2c what will 3 cost? 2's in 4, 5's in 12 
If I orange costs 3c what will 3 cost? 3's in 11, 6's in 14 
3X3+2, 6+4, 6+5, II— 7, 3X2+5, 3X7, 4+5' 
Teacher corrects papers and slates of previous day. Asks 'Whose 
paper is this? What's the matter with it? This hasn't got any 
name.' Holds up a slate and 2 slate pencils about 2 inches long 
each. 'Whose pencils? Which one? The little one?' Teacher 
passes work of previous day back to owners 
9:10-9:15 — Nothing done by teacher except pronounce words occa- 
sionally 
9:15-9:21 — Teacher says, 'Philip, put first one on board' (4th grade 
boys). 'Argyle, put yours on board.' Philip says, 'I didn't get the 
first one right.' Teacher: 'All right, put it on the board and we'll 
see what's the matter with it. Don't be afraid of the answer. Don't 
pay any attention to the answer.' Children put problems in long 
division on board. Teacher shows faulty multiplication and sub- 
traction and shows them the answer called for was the remainder, 
not the quotient 
9:21-9:23 — Nothing done by teacher 

9:23-9:35 — Teacher works on register. Then cleans out her desk; 
occasionally pronounces word spelled by any child aloud in any part 
of the room or helps boy with arithmetic if boy takes his work up 
to her desk 
9 :35 — Teacher brings some test papers of an 8th grade girl and shows 
them to visitor. Then goes back to her desk and fumbles books 
and papers 



CLASSROOM INSTRUCTION 121 

9:55 — 'Excused for recess' 

10:16 — Children called in by hand bell 

10:17-10:30 — Teacher wrote questions on board 

10:30-10:45 — 1st grade reading (5 children). Each reads a part of a 
lesson — about a dozen sentences. When child has difficulty teacher 
points to words and pronounces them. Child repeats parrot like. 
Teacher asks, 'What was the lesson about?' Child, 'Camel, seed, 
biscuit.' 'Who was eating the biscuit? What kind of a boy was he 
in yesterday's lesson? How do you know he had bad manners?' 
Teacher says, 'Spell, — are, there, any, caraway, seeds, in, this, bis- 
cuit.' Assignment: 'Find the 6th verse, finish down to lesson 8. 
Write the 6th verse, spell all words in first line and read all down 
to next lesson.' 

10:45-10:52 — Nothing done by teacher 

10:52-11:00 — 4th reader (2 boys with i book) Each reads in turn. 
Teacher asks, 'Who was this little boy?' 'Longfellow.' 'How did 
it come he was watching the printer? How old was he? Wasn't 
it fine that a little boy 10 years old could write a poem and have it 
in a paper? Who was he? What did he write? Just i poem? 
Spell and define — inspired, editor, halo, romance' 

Teacher defines halo, 'a circle of light'; romance, 'something that is 
unreal or a story that is not true' 

Teacher assigns : 'Next lesson is about a painter. Take down to 7. 
Take spelling words down to 'words defined.' Write first verse' 

11:00-11:23 — Teacher goes about among children telling individual 
children what to do in problems with which they have difficulty 

1 1 :23 — Teacher says, 'Hand in your physiology papers. Excused for 
dinner' 

12 :30 — School takes up. Visitor gives problems and asks for com- 
positions 

I :oo-i :20 — 1st grade reading (conducted as in morning session) 

1 :20-2 :oo — No recitation held. Teacher occasionally pronounces 

words for children or answers questions 

2 :oo-2 :20 — Recess 

2 :20-2 :33 — Nothing done 

2:33-2:46 — 1st reading (conducted as in morning) 
2 :46-3 :c)0 — Nothing done 

3 :oo — Visitor left building 
3 :3o — School dismissed" 

General conditions affecting instruction 

Each field worker was expected to pass on the personality of each 
teacher visited as to neatness, sympathetic attitude toward pupils, 



122 OHIO STATE SCHOOL SURVEY REPORT 

the development of good manners among pupils, quality of voice, 
aimless talking, nagging and the use of good English 

The field reports under this head afford a remarkable testimony to 
the personal worth of the men and women engaged in teaching and 
warrant the highest hopes as to the future of teaching in the state 
when proper provision is made for supervision, the training of 
teachers in service, the professional training of newcomers into the 
craft, and adequate pecuniary reward for the public school teacher 

As a general rule the teachers in centralized and village schools are 
considerably in advance of teachers in one room rural schools in 
those elements of personality considered in this report. This is 
undoubtedly due to the depletion of the ranks of rural school 
teachers by superior inducements offered to ambitious teachers by 
centralized and village schools, by the longer terms of office in 
these schools, their closer supervision in many instances and the 
higher average of academic and professional training of teachers 
in service. There is an abundance of natural teaching ability in 
the rural schools awaiting development 

Of 7,222 teachers who attended institutes in 191 3, 1,313 or 18.2% re- 
ported that they had no course of study to use in teaching. Of 
these 977 were teaching in one room township schools, practically one- 
quarter of the one room township teachers who reported. Even when 
there was a course of study teachers were not always supplied with 
copies — over 9% reported no copies. The courses of study were made 
out by superintendents 47%, superintendents and boards 5%, boards of 
education 23%, the teachers themselves 8% and by others 14%. 
"Others" included members of normal college faculties, book com- 
panies, educational magazines, county school examiners and various in- 
dividuals. Three percent (161) were using the new manual issued by 
the State Department of Public Instruction. State wide supervision 
would insure carefully prepared courses of study for all schools 

The use of poor English by teachers in 17% of the one room town- 
ship schools visited and 8,3% of the special district schools visited 
is particularly serious as only those cases were counted where 
English used was extremely poor. Samples of bad English were 
reported from 163 of the one room rural schools visited 

Too high a percentage of all one room rural schools are disorderly. 
Disorder incident to busy work was not noted in the field reports. 
Supervision would go far to remedy this condition 

In 315% of one room rural schools and in from 22% to 27% of other 
schools pupils did not work well in their seats when other pupils 



CLASSROOM INSTRUCTION I23 

were being directly instructed by teachers. The problem is very 
serious in schools which have as many as 30 recitations a day. Of 
525 one room township schools, 11.8% had over 35 recitations per 
day and 52.5% have 25 recitations or more per day. Advice from 
skilled supervisors would do much to correct this evil 

Insufficient attention is paid in all types of school to developing the 
pupil's power of initiative, the capacity for team work, and of 
habits of study and cooperation 

Teachers in many schools pay insufficient attention to ventilation. 
Air so foul as to be offensive to the sense of smell was observed in 
34.3% of the one room township schools visited in the months of 
September and October when doors or windows can be kept open 
without danger to the pupils. The record of the small number of 
special district and village schools was worse in this respect and 
of centralized schools better 

Corporal punishment is rarely used in the schools visited. Only 14 
had had as many as 5 cases during the last school year 

The most common fault of teaching observed in 1385 complete ex- 
ercises were : 

Teaching from the book exclusively 
Leading questions 
Unnecessary telling 



124 



OHIO STATE SCHOOL SURVEY REPORT 



THE PERSONAL EQUATIONS OF TEACHERS AND PUPILS 

TABLE I 





Township 


Special 
District 


Village 




One Room' 


Centralized 


Number of school rooms visited.. 


592 


26 


13 


25 


Conditions found 


Percents 


Personality of teactier 
Neatly dressed 


85.1 
87.7 

85.8 
75.2 
89.8 
17.0 
13.5 
17.0 

35.8 
28.0 

68.5 
91.1 
36.2 

34.3 
46.8 


96.0 
92.0 

85.0 

60.9 

100. 

21.7 

4.2 


91.7 
91.7 

92.3 

58.3 
92.3 
15.4 
23.1 
8.3 

38.5 


95.7 


Sympatlietic 


100. 


Example tended to develop good 
manners 


100. 


Voice low (good) 


86.4 


Voice distinct 


100. 


Talked aimlessly 


8.7 


"Nassed" . . 




Used poor Englisli 




Pupils' activities 

Helped teacher in school routine. 

Were extremely disorderly 

Worked well at seats while 

teacher was hearing classes.. 

Were responsive 


42.3 
29.2 

72.7 

87.5 

9.1 

25.0 
79.2 


61.5 
9.1 


75.0 
91.7 
33.3 

100. 


78.3 
100.0 


Used poor English 


28.6 


Practical classroom hygiene 

*Teacher allowed air to become 
so foul as to be offensive to 
the sense of smell 


60.0 


Teacher showed knowledge of 
proper light control . . . 


71.4 









*Data gathered only in regard to schools visited in the fall 



CLASSROOM INSTRUCTION 



125 



TABLE II 





Township 


Special 
District 


Village 




One Room 


Centralized 


Number of classrooms visited... 


592 


26 


13 


25 


Management 


Numbers 


Teacher used means of securing 
attention when there was in- 
attention 


171 
14 

324 
70 


15 


5 


12 


Teacher used corporal punish- 
ment at least 5 times a year.. 

Teachers never used corporal pun- 
ishment 








3 


Teacher took steps to correct 
pupils' poor English 


43 


4 


9 







NUMBER OF RECITATIONS PER DAY 
Reports from 525 one room township schools 




Percent 



Less than twenty.... 
Twenty to twenty-five 
Twenty-five to thirty. 
Thirty to thirty-five. . 
Over thirty-five 



24.2 
23.2 
21.5 
19.2 
11 8 



In some cases there is no definite program. The teacher begins in 
the morning where she left off the night before 



126 



OHIO STATE SCHOOL SURVEY REPORT 



Summary of observations on complete exercises seen 

in field survey 



TABLE I 





Township 


Special 
District 


Village 




One Room 


Centralized 


Number exercises reported 


1385 18 


25 


25 


Errors in methiod 


Percents 


Repeating answers of pupils.... 
Leading questions 


20.9 
32.1 
9.1 
30.2 
24.0 

12.1 
39.6 
17.6 

15.2 
20.1 
10.0 

15.8 
4.7 


11.1 

22.2 

22.2 

5.5 

5.5 

22.2 
16.7 
22.2 

22.2 
27.8 

44.4 

32.3 
22.2 


8.0 
32.0 


4.0 

16 


Pumping questions 


16 


Unnecessary telling 


28. 0" 
24.0 

20.0 
40.0 
16.0 

12.0 

16.0 

4.0 

12.0 
12.0 




No topical or fluent recitation... 

Questions requiring only yes and 

no answers 


20.0 
16 


Teaching from book 


28 


Reciting in words of book 

Obvious excellences 

Frequent questions by pupils.... 

Pupils sent to blackboard 

Work at board neat 

Insistence on clear and distinct 

enunciation 

Initiative taken by pupils 


16.0 

28.0 
36.0 
28.0 

44.0 

8.0 



CLASSROOM INSTRUCTION 



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128 OHIO STATE SCHOOL SURVEY REPORT 

Teaching of reading 

As will be seen from the table the teaching of reading in rural and 
to some extent in village schools is marred 

By the failure of many teachers to insist on clear enunciation 
By unnecessary "telling" 

A special study made by S. K. Mardis of the Federation for the Im- 
provement of the Schools shows that in 120 out of 167 schools visited 
in 2 counties reading was taught by the alphabet method. Superin- 
tendent Miller visited a teacher who had never heard of the phonic 
method, though in other respects she was an excellent teacher. In sup- 
plementary notes field workers frequently described similar conditions 

Extracts from typical field notes on reading lessons 

1 "The only pupil in the second reader class was called to the front. He 
was asked to tell the story in his own words. After doing this ad- 
mirably, the pupil read the story with distinctness and expression. He 
was then asked to tell the story of the previous lesson which he 
did well" 

2 "Children read in monotone. No instructions directed toward getting 
proper expression. No attempt to teach children how to hold book 
or how to read so as not to injure eyes — mere calling of words. No 
correction of words mispronounced nor attempt to see whether the 
pupils comprehended the meaning of the words used. No attempt to 
imagine situation about which children read. When lesson had been 
read through entirely, withouth comment, teacher asked children to 
read the lesson through again. When a little girl read a long passage in 
a drawling monotone without a particle of expression teacher com- 
mented 'Very good, you did not make but one mistake.' Lesson read 
3 times in same way — no instruction whatever. Assignment : 'Whose 
turn to choose story for tomorrow ?' 'All right, take 'The Brownies.' ' 
Concert reading of several poems as valuless as any so-called educative 
work possibly could be. Not one point of excellence. It wasted val- 
uable time and misled children into thinking they were reading, — sing- 
song, expressionless. I questioned pupils somewhat on meaning of 
poem and they had not the slightest idea what it meant" 

3 "Before reading classes began to read the teacher had children tell him 
the story, each child taking a part. Between classes only, pupils 
asked questions on their lessons. While hearing the fourth reader 
class the teacher left his chair and went back in room to inspect work 
of 2 other pupils. Meanwhile the class went on reading. Twice they 



CLASSROOM INSTRUCTION I29 

called 'Teacher, teacher' and when they finally attracted his attention 
they spelled out words which he pronounced for them. Later he 
returned to his book. During the morning a girl worked algebra for 
about an hour at the blackboard. The teacher watched her work and 
gave many suggestions while hearing classes. During a reading lesson, 
for instance, he did not stop the reader, but turned in his chair and 
spoke in an undertone to the girl at the board" 

Teaching of English 

The teaching of English in rural schools surveyed was in general 
weak from the first grade up. In the first place, reading was 
taught very largely by the alphabet method. Even in grades above 
the 2nd and 3rd children are often so intent on calling the words 
correctly that they pay little attention to the thought of the pas- 
sages read. In many schools visited composition was an unknown 
subject. In many schools children had never been asked to write 
a story or to express themselves in writing on any topic. It is 
not to be wondered at therefore that all the children in some 
schools, and some children in many schools were unable to write 
a story or composition for the field workers 

Many schools which took great pains to teach formal grammar paid 
little or no attention to either oral or written expression. Many 
one room township school teachers made frequent and very obvious 
errors in English. No record was kept of schools where the teachers 
were guilty of occasional or unimportant lapses. Where actual 
classroom practice gives the lie to classroom instruction little re- 
turn can be expected from the formal teaching of grammar or com- 
position. Practice is more powerful than precept. The following 
table of mistakes in English made by teachers and pupils affords 
an interesting parallel: 

Teachers Pupils 

"Hain't I seen" "I ain't going to do it" 

"He hain't been here. this year" "I hain't never — " 

"Tain't my, its me" "Hain't got no bool^" 

"I haven't saw anyone" "I seen it" " 

"I have saw them" "I seen him" 

"I never seen any" "I seen him when he done it" 

"You done it" "That is the way I done it" 

"They haven't went" "I have went there" 

"Has went" "He has went there" '; 

"He drawed back this reply" "They all runned after him" 

"You hadn't ought to do it" "Had that ort to be the answer?" 
9 s. s. 



I30 



OHIO STATE SCHOOL SURVEY REPORT 



'There is several" 

'There is people" 

'There is some abandoned schools" 

'Has the leaves lungs?" 

'There ain't nothing" 

'Didn't knovs^ nothing" 

'I don't keep no record" 

'There isn't no" 

'Where did he surrender at?" 

'Where is your book at?" 

'Write just as good as you can" 

'It wasn't him" 

'These here" 

'Setting room" 



"They is" 

"There is mice" 

"They was good" 

"These constitutes a state" 

"Can't write nothing" 

"I don't know nothing about it" 

"A verb that don't need no object' 

"Ain't no more books" 

"Where was he born at" 

"Where do you live at" 

"Mine is not wrote good" 

"It was him" 

"These here is, them ain't" 

"Set with me" 



In general where composition is taught little effort is made to moti- 
vate composition by tying it up with such subjects as agriculture, 
history and geography. Composition is looked upon in too many 
schools as a water tight compartment having no vital relation 
with any of the other little water tight compartments in the com- 
mon school curriculum. Of course much good work is done in 
one room rural schools in all parts of the state especially where 
efficient supervision prevails. In centralized and consolidated 
schools, almost always under supervision, good work in English 
is still more frequent. In the i city where a study of compo- 
sition was made the influence of supervision was particularly ob- 
servable 

Field survey study of composition 

In all the schools visited pupils in grades IV, V, VI, VII, and VIII 
were asked to write stories or compositions. In April and May no 
lists of topics were provided. In September and October a list was 
provided, but pupils were allowed to select outside the list. In the 
spring so many pupils were unable to write compositions at all on 
account of inability to decide on a topic, and so many compositions 
were on stereotyped topics of no real interest to children, that no 
summary is presented of these results although the results were ob- 
tained and tabulated 

The topics presented to the children in September and October were as 
follows : 

Should women be allowed to vote? Why? 

If you had your choice would you live in the city or in the country? 

Give your reasons 
If you had your choice would you live in Ohio or in some other state? 

Give your reasons 



CLASSROOM INSTRUCTION I3I 

When you have completed the 8th grade, will you go to high school 

or to work? Give your reasons 
Do the farmers in your neighborhood get as large returns from their 

farms as they should? If not, how might they get more? 

Compositions of 1,638 children in 167 schools were summarized. The 
total number of words written was 221,450 

The compositions were analyzed for spelling, grammatical errors, punc- 
tuation, legibility, sentence sense, paragraph sense 

The follow^ing general results appear: 

The spelling and syntax were a little better than fair 

Most papers were legibly written 

The fact that 733 incomplete sentences were found in 1638 papers 
and 1750 cases of run together sentences indicates that the "sen- 
tence sense" is very poorly developed. This sense is fundamental 
to the writing of clear English 

Many pupils in upper grades have not the most rudimentary idea of 
paragraphing. Over 63% of the papers indicate lack of training 
along this line 



132 



OHIO STATE SCHOOL SURVEY REPORT 









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CLASSROOM INSTRUCTION I33 

Comparison of rural and city 8th grade compositions by means of 
Hillegas composition scale 

Two studies of compositions by means of the Hillegas composition scale 
were made: (i) Delaware city 8th grade, 97 papers, (2) Delaware 
county rural 8th grade, 118 papers 

The Hillegas scale (Teachers' College Record Vol. 13, No 4) gives 10 
compositions placed at irregular intervals on a scale running o, 183, 
260, 389, 474, 585, 675, 772, 838, 937, (almost 1,000). It is based on 
compositions of all grades including the high school 

The papers were graded by teachers working under the direction of the 
survey office staff. Each paper was given 4 marks. Those scoring the 
papers worked quite independently of one another. In judging a paper 
everything was taken into consideration — expression, ideas, spelling, 
punctuation, grammar, sentence sense — everything except handwriting. 
The papers were given marks at or between the values on the scale 
according to their similarity to the compositions on the scale. The 4' 
marks for each paper were then averaged. The average for the whole 
grade is based on the actual averages for each paper 

The final summary given below was made in the survey office. No 
similar studies have been published so no comparison with other 
schools can be made 

The averages show Delaware city 134 points ahead of Delaware 
county. Delaware city is under supervision. Only i of the 
rural districts surveyed had any degree of supervision 



134 



OHIO STATE SCHOOL SURVEY REPORT 



EIGHTH GRADE COMPOSITIONS GRADED BY HILLEGAS SCALE 







Delaware County 


Delaware City 


Hillegas 
Scale 


Receiving from 


Number 


Percent 


Number 


Percent 




100 to 150 


2 

7 

7 

7 

12 

25 

15 

23 

5 

3 

2 

5 


1.7 

5.9 

5.9 

5.9 

10.2 

21.2 

12.7 

19.5 

4.2 

2.5 

1.7 

4.2 






183 


150 to 200 








200 to 250 






260 


250 to 300 








300 to 350 


2 

5 

14 

15 

23 

18 

12 

6 

1 

1 

97 

521.6 


2 1 


389 


350 to 400 


5 2 


474 


400 to 450 

450 to 500 

500 to 550 


14.4 
15.5 
23 7 


585 


550 to 600 


18 6 




600 to 650 


12 4 


675 


650 to 700 


6 2 




700 to 750 


1.0 


772 


750 to 800 






1 




Total 

Average 


118 
387.6 


100. 


100. 











Teaching of handwriting 

By means of the Ayres handwriting scale the following 3 studies of the 
handwriting of Ohio school children were made under the direction 
of the survey ofifice 

Study of handwriting of 1,397 pupils in 176 rural schools in 21 

counties 
Study of handwriting of 214 pupils in the 3 upper grades of the 
rural schools in Delaware County. These were included in the 
1,397 of the general study 
Study of handwriting of 312 pupils in the 3 upper grades in the city 
of Delaware. There is no special writing supervision in Delaware 
and the teaching of writing therefore receives the same supervision 
as that of other branches 

In addition, the figures for the handwriting of school children in a small 
Iowa city are given. These are the work of I. King and H. Johnson 
of the University of Iowa whose study was originally published in the 
Journal of Educational Psychology 3: 514-520. Mr. King and Mr. 
Johnson kindly sent their working sheets to the survey office that their 
figures might be compiled in the same manner as the Ohio figures 
making them strictly comparable 



CLASSROOM INSTRUCTION I35 

The papers for the 3 upper grades from the city of Delaware were 
marked and the figures compiled under the direction of the survey 
office 

The Ayres scale, published by the Russell Sage Foundation, New York 
City, runs by lo's from 20 to 90. The scale was made from the hand- 
writing of the children in the 4 upper grades. Three samples of chil- 
dren's handwriting are given at each point on the scale. In making the 
scale the most typical handwriting — the largest number of samples of 
value judged according to speed and legibility — was made the mid- 
point of the scale, 50. In this study the element of time was necessarily 
disregarded as stop watches were not available. This accounts for the 
fact that the usual mark is above 50 in several cases 

Directions given to those marking papers 

Pay no attention to anything on the pupil's paper except the handwriting 
Find the sample on the scale which most closely resembles the specimen 

and give it the corresponding mark 
Use the mark half way between if the writing resembles equally 2 of the 

samples on the scale 
Work independently of one another 

Summarizing 

Of the Ohio rural school papers 176 were marked by 6 examiners, 93 
by 5 and 1,127 by 4. The markers were 2 members (former teachers) 
of the regular office force, and 5 senior students from the Columbus 
Normal Training School. The Delaware city papers were each given 
4 marks. The markers were teachers in actual service 

The 4, 5 or 6 marks for each paper were averaged to give the final 
mark. All the averages above 45 and below 55 were counted as 50. 
Those at 55 were counted half with the upper group and half with 
the lower group. If there were but i, it was included in the group 
above 

Conclusions 

In each case a steady improvement through the grades is shown 

The handwriting in both Delaware city and the Iowa city are on the 
whole better than that in the rural schools although in 2 grades 
the averages of Ohio rural schools are slightly above those of the 
Iowa city 

There is greater uniformity in the city schools. The rural schools 
had both very good and very poor writing. This is especially 
noticeable in the 8th grade figures 



136 



OHIO STATE SCHOOL SURVEY REPORT 



In the 8th grade in Iowa and Delaware city the largest number of 
papers scored 60, while in Ohio and Delaware county rural papers 
the largest numbered scored 50 



50% 



COMPARISON OF HANDWRITING OF FOUR EIGHTH GRADES 

Distribution on Ayres Scale 




40 50 60 

AYRES SCALE 



90 



Oliio Rural 

Iowa Small City 

Delaware City 

Delaware County 



Some pupils in supervised rural districts did as well as any students 
in the supervised city system. There is no reason why, with super- 
vision, all rural districts should not obtain as good results as any 
city districts 

Studies similar to this should be made in widely separated sections of the 
state. The Ayres scale can be used for the regular grading of all 
writing in any sort of school 

The following tables and the graph present the details of the study 



CLASSROOM INSTRUCTION 



137 



AVERAGE MARKS IN HANDWRITING 
(Ayres Scale) 





Ohio Rural 


Iowa Small City 


Delaware 


Grade 


County 


City 


II 


30.5 

34.7 
38.3 
47.1 
51.4 
52.9 
56.3 


45.9 
42.6 
46.8 
45.0 
48.6 
54.6 
58.4 






Ill 






IV 






V 






VI 


48.2 
51.8 

55.4 


56 2 


VII 

VIII 


59.7 

eo.9 



OHIO RURAL HANDWRITING— DISTRIBUTION ON AYRES SCALE 



Grade 





10 


20 


30 


40 


50 


60 


70 


80 


90 


Total 


Ave. 


II 


1 


2 
4 


30 

31 

23 

5 


26 

77 

87 

30 

8 

7 

7 

190 

52 

242 


26 

53 

114 

106 

43 

28 

35 

193 

212 

405 


8 
26 
55 
91 
54 
52 
52 
89 
249 
338 










93 
196 
297 
300 
163 
146 
202 
586 
811 
1397 


30 5 


Ill 


3 

17 
45 
39 
38 
45 
20 
167 
187 


2 
1 
21 
14 
18 
37 
3 
90 
93 






34.7 
38.3 
47.1 
51.4 
52 9 


IV 








V 






1 

5 

2 

21 


1 

i" 

2 


VI 






VII 








VIII 






3 

84 

8 

92 


56.3 
36 


Total II to IV.. . 


1 


6 


Total V to VIII. 


29 
29 


4 
4 


51 4 


Total II to VIII. 


1 


6 


44.9 



IOWA SMALL CITY SCHOOL HANDWRITING— DISTRIBUTION ON 

AYRES SCALE 



Grade 


10 


20 


30 


40 


50 


60 


70 


80 


90 


Total 


Ave. 


II 




12 
3 


40 
22 
7 
9 
8 
4 


36 

38 

39 

51 

41 

16 

2 

113 

109 

222 


18 

48 

55 

45 

55 

45 

31 

121 

177 

298 


1 

5 

16 

11 

22 
24 
47 
22 
104 
126 








107 
116 
117 
116 
134 
112 
98 
340 
460 
800 


35 9 


Ill 










42 6 


IV 










46 8 


V 












45 


VI 






8 
18 
17 






48 6 


VII 






5 
1 


. . . 


54 6 


VIII 






58 4 


Total II to IV. . 




15 


69 
21 

90 


41 9 


Total V to VIII. 




43 
43 


6 
6 




51 2 


Total II to VIII. 




15 


47.3 









138 



OHIO STATE SCHOOL SURVEY REPORT 



DELAWARE CITY HANDWRITING — DISTRIBUTION ON AYRES SCALE 



Grade 


10 20 


30 


40 


50 


60 


70 


20 


90 


Total 


Average 


VI 




2 
2 


25 
9 

8 
42 


31 
24 
23 

78 


35 

26 
28 
89 


22 
26 
21 
69 


9 

8 
10 
27 


2 
3 


124 
96 
92 

312 


56.2 


VII 




59.7 


VIII 




60.9 


Total VI to VIII . . 




4 


58.7 









DELAWARE COUNTY HANDWRITING — DISTRIBUTION ON AYRES SCALE 



Grade 


10 20 


30 


40 


50 


60 


70 


20 


90 


Total 


Average 


VT ... 




6 

6 

7 

19 


15 

8 

20 

43 


16 
22 
24 
62 


14 
11 
20 
45 


5 

8 

18 

31 






56 

56 

102 

214 


48.2 


VII 




1 
12 
13 


.... 


51.8 


VIII 


1 


55.4 


Total VI to VII... . 


... 1 


52.9 



OHIO RURAL SCHOOL HANDWRITING — PERCENTAGE DISTRIBUTION 

ON AYRES SCALE 



Grade 





10 


20 


30 


40 


50 


60 


70 


80 


90 


Total 


II 

Ill 


1.1 


2.1 
2.0 


32.3 

15.8 

7.7 
1.7 


28.0 

39.3 

29.3 

10.0 

4.9 

4.8 

3.5 

32.4 

6.4 

17.3 


28.0 
27.0 
38.4 
35.3 
26.4 
19.2 
17.3 

32.4 

26.1 

28.9 


8.6 
13.3 
18.5 
30.0 
33.1 
35.6 
25.7 

15.2 

30.7 

24.2 










100. 


1.5 
5.7 
15.0 
23.9 
26.0 
22.3 

3.4 

20.6 

13.4 


1.0 

.3 

7.0 

8.6 

12.3 

18.3 

.5 

11.1 

6.7 






100. 


TV 








100. 


V 






.3 

3.1 

1.4 

10.4 


.3 

".1 
1.0 


100. 


VI 






100. 


VII 








100. 


VIII 






1.4 

14.3 

1.0 

6.6 


100. 


Total II 
to IV.. 

Total V 
VIII . . . 


•2 


1.0 


100. 


3.6 

2.8 


.5 
.3 


100. 


Total II 
to VIII. 


.1 


.4 


100. 



CLASSROOM INSTRUCTION 



139 



IOWA SMALL CITY SCHOOL HANDWRITING — PERCENTAGE DISTRIBU- 
TION ON AYRES SCALE 



Grade 





10 


20 


30 


40 


50 


60 


70 


80 


90 


Total 


n 






11.2 
2.6 


37.4 

18.9 
6.0 
7.8 
6.0 
3.6 


33.6 
32.8 
33.3 
44.0 
30.6 
14.3 
2.0 

33.2 

25.7 

27.7 


16.8 
41.4 
47.0 
38.8 
41.0 
40.2 
31.6 

35.8 

38.5 

37.3 


.9 
4.3 
13.7 
9.5 
16.4 
21.4 
48.0 

6.5 

22.6 

15.8 








100. 


III 












100. 


IV 












100. 


V 














100. 


VI .... 








6.0 
16.1 
17.3 






100. 


VII 








4.5 
1.0 




100. 


VIII 








100. 


Total II 
to IV. . . 






4.4 


20.3 

4.6 

11.3 


100. 


Total V 
to VIII. 






9.3 

5.4 


1.3 

.7 




100. 


Total II 
to VIII. 






1.9 


100. 











HANDWRITING DELAWARE CITY — PERCENTAGE DISTRIBUTION 

AYRES SCALE 



Grade 


10 


20 


30 


40 


50 


60 


70 


80 


90 


Total 


VI 






1.6 
2.1 


20.2 
9.4 
8.7 

13.5 


25.0 
25.0 
25.0 
25.0 


28.2 
27.1 
30.4 
28.5 


17.7 
27.1 
22.8 
22.1 


7.3 

8.3 

10.9 

8.7 


i!6" 

2.2 
.9 


100 


VII 






100 


VIII 






100 


Total VI to VIII. 






i.3 


100. 











HANDWRITING DELAWARE COUNTY — PERCENTAGE DISTRIBUTION 

AYRES SCALE 



Grade 


10 20 


30 


40 


50 


60 


70 


80 


90 


Total 


VI 




10.7 

10.7 

6.9 

8.9 


26.8 
14.3 
19.6 
20.1 


28.6 
39.3 
23.5 
29.0 


25.0 
19.6 
19.6 
21.0 


8.9 
14.3 
17.6 
14.5 






100. 


VII 




1.8 

11.8 

6.0 




100 


VIII 


1.0 


100 


Total VI to VIII. 


5 


100. 



Note — The characterisitc mark Is, for city children, 60; for children in 
rural schools, 50 



I40 



OHIO STATE SCHOOL SURVEY REPORT 



COMPARISON OF HANDWRITING IN OHIO RURAL SCHOOLS AND IN A 
SMALL CITY IN IOWA, AYRES SCALE 



Grade 


Percent below 50 


Percent 50 or 
above 


Percent 60 or 
above 




Iowa 


Ohio 


' Iowa 


Ohio 


Iowa 


Ohio 


II 


82.2 
54.3 
39.3 
51.8 
36.6 
36.6 
2.0 
57.0 
28.3 
40.9 


91.4 
84.2 
75.4 
47.0 
31.3 
24.0 
22.2 
80.8 
33.5 
53.3 


17.7 
45.7 
60.7 
48.2 
63.4 
82.1 
98.0 
42.1 
71.7 
59.1 


8.6 
15.8 
24.6 
53.0 
60.7 
76.0 
77.8 
19.2 
66.5 
46.7 


.9 

4.3 

13.7 

9.5 

22.6 

42.0 

66.4 

6.5 

33.2 

21.9 




Ill 


2 5 


IV 


6.0 


V 


22.6 


VI 


35 6 


VII 


40 7 


VIII 


42 


Total II to IV 

Total V to VIII. . 
Total II to VIII.. 


3.9 
35.8 
23.2 



COMPARISON OP HANDWRITING IN DELAWARE CITY AND DELAWARE 
TOWNSHIP SCHOOLS, AYRES SCALE 





Delaware 
Percent below 5ft 


Delaware 
3ent 50 or 
above 


Delaware 

Percent 60 or 

above 


Grade 


City County 

1 


City County 


City 


County 


VI 


21.8 37.8 

11.5 25.0 

8.7 26.5 

14.8 29.5 


78.2 62.2 
88.5 75.0 

91.3 73.5 

85.2 70.5 


53.2 
63.5 
76.3 

60.2 


33.9 


VII 


35.7 


VIII 


49.0 


Total VI to VIII.. 


41.5 



Teaching of arithmetic 

Classroom method 
In general the results of observation in the field indicate that 

Arithmetic is probably the best taught subject of the curriculum 
from the standpoint of classroom technique 

Less teaching is done from the book than in other subjects 

Pupils ask more, and more pertinent, questions 

Students are given opportunity for self expression owing mainly 
to the ease with which children may be allowed to work arith- 
metic at the blackboard (Table, p. 127). At the same time the 
percentage of leading questions and "telling" by the teacher is 
very high (Table, p. 127) 



CLASSROOM INSTRUCTION I4I 

The lighting test 

Pupils in grade 6, 7 and 8, after being given, by other pupils who made 
the measurements, the length and breadth of the room and the di- 
mensions of a window pane, were asked to find how many times as 
large the floor area was as the glass area 

In 59% of the 501 classes in one room township schools containing 
boys, less than one-tenth of the boys present worked the problem 
correctly 

In 23.8% of these classes all or practically all of the boys obtained 
correct answers 

In 48% of the 8th grade classes containing boys less than one-tenth of 
the boys present got correct answers and in 30% practically all ob- 
tained correct answers 

In 58% of the 490 classes containing girls in one room township 
schools, less than one-tenth of the girls present worked the prob- 
lem correctly, and in 28% practically all obtained correct answers 

In 40% of 8th grade classes containing girls, less than one-tenth of the 
girls present got correct answers, and in 41% practically all obtained 
the right answer 

For some reason the girls surpassed the boys on this test. Although 
there were too few schools to make a basis for generalization, it is 
noteworthy that the record of 47 centralized, special district and village 
schools inspected is no better than that of the one room township 
schools and is in some cases worse 

The accompanying table shows the results of this test in detail 



142 



OHIO STATE SCHOOL SURVEY REPORT 





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CLASSROOM INSTRUCTION I43 

Other problems 

The following problems were given to grade 8 children in all schools 
visited. The tests were given by the regular teacher except in a few 
cases where he refused. These questions were submitted to experts 
from the Department of Agriculture, to the office of the state Superin- 
tendent of Public Instruction and to numerous school men throughout 
the state as well as to several outside the state : 

If a merchant bought overalls at $2.00 a pair, and sold them at $3.00 

a pair, what percent did he gain? 
A farmer wished to place 5 harness hooks at equal distances apart 
on a board 4 ft. 2 in. long, each of the 2- outside hooks being 
I inch from the nearest end of the board. How far apart will 
the farmer make the holes for the hooks ? 
A certain township is exactly 6 miles square. Its only school house 
is in the exact center of the township. If all the roads run parallel 
to the boundaries of the township, and the school house is on a 
road, how far will the pupil who is the greatest distance possible 
from the school have to drive or walk to school ? 
A man had a crop of 2,000 barrels of apples, which he sold at $2.00 
per barrel. In raising and harvesting the crop, he had employed 
15 men 10 days each, at $2.00 per day, to pick the apples; he had 
spent in fertilizer $400. Counting his own time he had spent in 
spraying and cultivating $500.00. What was the net income of 
his apple crop ? 
A man invests in 20 acres of land for a truck farm, at $200 per 
acre. He erects buildings costing $5,000. He purchases farm 
equipment and machinery for $1,000. His annual net income from 
the farm after deducting wages for himself was $2,000. What 
percent did he receive on his investment? 

The results of the test indicate that 

In over 50% of the classes less than 10% of both boys and girls ob- 
tained correct answers to any question except the fourth 

In less than one quarter of the total number of classes, both boys 
and girls, did 90% or over of those present give correct answers 
to problems 2, 3 and 5. The greatest success was obtained on 
problem 4. The classes, 90% of whose membership worked this 
correctly, were approximately 40% of the total number of classes 

While no definite conclusion can be drawn from the small number of 
centralized township, special district and village schools examined it 
is interesting to note that 



144 OHIO STATE SCHOOL SURVE\ REPORT 

Centralized schools did not have so large a proportion of classes which 
fell below io% of correct answers on any problems and had more 
which surpassed 90% of correct answers than did one room town- 
ship schools 

While a smaller proportion of classes in village schools fell below 
10% of correct answers, a much smaller proportion of village classes 
obtained 90% or over of correct answers than was the case with 
classes in one room township schools 

The rural environment is apparently an excellent one for obtaining 
good results in arithmetic. The unsupervised one room township 
schools surveyed had a higher per cent of very bright pupils in 
arithmetic than did the village schools visited, while the supervised 
and graded centralized schools made a better record than either. 
Closer grading and supervision would soon place the results of 
arithmetic teaching in rural schools on a par with, if not in ad- 
vance of, the best in village and city schools 



CLASSROOM INSTRUCTION 



145 





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146 



OHIO STATE SCHOOL SURVEY REPORT 



RESULTS OF ARITHMETIC TEST IN 71 SCHOOLS IN A REPRESENTATIVE 

COUNTY 

Problems* 



Percentage of 


1 


2 


3 


4 


5 


Correct answers by boys 


38.8 
50. 


26.3 

27 


57.5 
52.6 


68.4 
60 


40. 


Correct answers by girls 


44.7 







*The problems given in the spring were the same as those given in the 
fall (printed above) with the exception of the figures in the last 2 

Teaching of geography 

As is indicated by table on p. 127 the teaching of geography in the 
schools visited was extremely weak in that 

Teachers too frequently resorted to questions which indicated 

the answers 
Teachers unnecessarily told the answers to their classes 
Half the teachers visited held very closely to the book while 

teaching 
Children rarely were sent to the maps or blackboard 
Children rarely asked questions of any kind 

The teachers and pupils in many schools particularly rural schools 
are handicapped by an insufficient supply or an entire lack of maps 
and charts. Twenty-five per cent of the one room township schools 
visited had neither map or chart, while another 25% were in- 
adequately supplied 

The time spent in teaching could be greatly shortened and the teach- 
ing made more effective if every school were supplied with pro- 
jection apparatus and where possible with moving picture ma- 
chines. Seeing life-like pictures of the real things and people 
spoken of in the geography would greatly stimulate the imagina- 
tion and interest and deepen the impression. If geography is the 
study of man in his natural environment, surely no subject should 
lend itself more readily to this method 

Sample notes on lessons in geography reported from the field 

I "Teacher conducted a creditable lesson in longitude and time, which in- 
dicated that he had the subject well in hand. He exhibited a fair de- 
gree of teaching skill. He used blackboard illustrations freely, making 
matter clear to pupils. No work was done at the board by pupils, 
probably owing to the poor condition of the board" 



CLASSROOM INSTRUCTION ' I47 

"As I approached I heard the teacher while still fifty yards away. 
Teacher fairly shouted when teaching a class in primary geography. 
Both teacher and pupils held open books before them. Teacher said, 
"It asks, 'Where is Tasmania?'" Teacher and pupils both hunt for 
answer, pupils singing out answers in unison. Teacher repeated an- 
swer. The teacher asked, 'What is a geyser?' No reply. Teacher, 'A 
place in the earth where what issues forth?' Still no answer. The 
teacher answered, 'Fire and steam.' Teacher, 'It says Vancouver is 
noted for what ?' Children answered, 'Gold and copper.' Teacher re- 
peated answer. Teacher, 'Why has railroads been built to gold and 
copper mines?" Children answered, 'To carry it away.' Teacher, 
'Why is Australia called the Switzerland of the south?' No answer. 
Teacher, 'Because it is small and rocky like Switzerland.' Teacher, 'Is 
there no place where education is not far advanced?' Children, 
'Africa' " 

"'What is the next state farther down? What is the capital? Now 
let's get farther over. Why are these called the Great Lakes? Are 
they salt or fresh ? What one touches our state? What is the capital 
of New York? Pennsylvania? Ohio? Indiana? Illinois? Now get up 
to Washington. What is its capital?' Children hesitated. Teacher 
says 'It has the same name as one of our presidents.' This at once 
roused the apperceptive masses of the children who replied, 'Wilson'. 
'No.' 'Jefiferson.' Then the teacher said, 'No, the president who comes 
after Jefferson'. The teacher told, 'Madison'. What is the capital of 
Michigan?' The teacher told. 'What is the capital of Minnesota? 
It is named after you,' said the teacher to one boy. 'Name the central 
states. What is the capital of West Virginia? It, too, is named after 
a man. Which ones west of the Mississippi? What is the capital of 
Missouri? It is named after the president you missed a little while 
ago,' Again the children said 'Wilson,' and were told 'Jefferson City'. 
'What is the capital of Iowa?' Teacher told, 'Des (pronounced Dez) 
Moines. 'What is the capital of North Dakota?' 'Bismark.' 'What 
is the capital of South Dakota?' 'Pierre.' 'That is named after an- 
other man. What is the capital of Nebraska? That is the name of 
another president.' Children hesitated. Teacher said, 'He is a tall 
fellow who used to split rails.' Then the answer came 'Lincoln.' Com- 
ment by teacher at close, 'You will have these over in other grades. 
Up in the seventh grade children do not always know these, and even 
some others.' Assignment: 'Study, commence right here, take down 
to here 'where small fruits grow' " 



148 OHIO STATE SCHOOL SURVEY REPORT 

Teaching of history 

The teaching of history in the elementary schools is marred by the 
same defects as the teaching of geography. In a large proportion 
of exercises seen 

Teachers used questions which unnecessarily suggested the 

answers 
Teachers were guilty of unnecessary "telling" 
There was no fluent recitation, answers in most cases being 

merely yes or no 
There was little sign of real self activity or self expression on 
the part of the pupils, questions of any kind asked by pupils 
being extremely rare (See table p. 127) 

The teaching of history needs to be vitalized by the use of lantern 
slide, moving picture views, school historical collections made by 
pupils, and other similar devices. History could be made the 
bearer of much moral instruction if children could be made to feel 
its reality and vital human interest 

Extracts from field notes on 2 history lessons observed 

1 "Teacher called the primary history class and said, 'John, you begin.' 
Apparently each pupil had prepared several questions, not only upon 
the present assignment, but upon previous work. John read i of his 
questions and called on Jane to answer, and Jane answered if she could. 
Another was called on. The pupils then informally discussed the ques- 
tion. The teacher occasionally commended, added to the question 
and to the answer, but the recitation was strictly a pupils' exercise. 
The teacher inspired enthusiasm, energy and control as well as dil- 
igence in the class room. This shows what can be done by a live 
teacher with practically no equipment" 

2 "Teacher asks the children to outline Cleveland's administration on 
the board. Teacher asked dates of the Spanish war, and the date of 
the battle of Manila. Teacher, 'Who fought it?' Children, 'Dewey.' 
Teacher, 'Name some other commanders.' Children after long silence, 
'Roosevelt.' Teacher, 'Who was Sampson?' Teacher after long si- 
lence, 'Who was Sampson, anybody know?' 'Why he was the hero 
who sunk the Merrimac, was he not?' Silence. Teacher, 'Who shot 
McKinley?' Children, 'Czolgosz.' Teacher, 'Where?' Children, 'At 
a fair.' Teacher, 'How long did he live?' No answer. After a few 
more such questions, the assignment was given. No attention was paid 
to the work on the board" 



CLASSROOM INSTRUCTION I49 



Teaching of physiology and hygiene 

This is one of the most abused subjects of the course of study. Of 
late there has undoubtedly been much improvement through the 
adoption of up-to-date text books, and occasionally refreshing ex- 
amples of definite, concrete, vital teaching of hygiene is seen. The 
director observed a lesson in hygiene by a teacher in a one room 
rural school in which personal hygiene was treated from the stand- 
point of good taste and good breeding and from the standpoint of 
duty to society. The children in this school are taught how to 
use tooth brushes properly, and are not only supplied with indi- 
vidual drinking cups, but are provided with means to keep them 
clean. Too many teachers, however, teach directly from the book 
and unnecessary telling is very prevalent. In this subject where 
every child should be required to react on the various problems 
discussed, questions asked or observations volunteered by pupils 
are extremely rare (See table p. 127) 

Field reports of 2 lessons in physiology and hygiene 

1 "Teacher, 'Tell about the brain.' Pupil, 'Brain weighs about 3 pounds. 
It is the most precious organ in the body. It is curved at the ends 
and looks like a silk handkerchief crumpled up. It has 3 parts, the 

cerebrum, the cerebellum and .' Teacher, 'What about the 

spinal nerves ?' Pupil, 'The spinal nerves are in the back bone, and if 

anything hits you . They branch from the spinal cord.' Teacher, 

'They come between what?' No answer. 'Did you ever see the back- 
bone of a hog? Can you pick it apart? Well the spinal nerves come out 
there. What are the cranial nerves?' 'They are in the skull and look 
like a telephone system.' 'What is the central nervous system?' Pupil, 
'The brain.' Teacher, 'Tell about the sympathetic system.' Pupil, 'It 
is under our own control, and if you hear any cries, it stirs you up — 
little stations called ganglia. Reflex action is when somebody hits 
you it don't have to go to the brain. If it does it would not get back so 
quick.' Teacher, 'Tomorrow we begin at 'Importance of Reflex Ac- 
tion' page ' " 

2 "Teacher, 'What is our lesson about? Is it about the effect of alcohol 
on the stomach?' Pupil, 'Yes.' Teacher, 'When people want to pre- 
serve a piece of meat they put it in alcohol don't they?' Pupil, 'Yes.' 
Teacher, 'When you want to keep dead bodies you embalm them don't 
you?' Pupil, 'Yes.' Teacher, 'So this alcohol then must embalm this 
meat, must it not?' Pupil, 'Yes.' Teacher, 'So if anyone should take 



150 OHIO STATE SCHOOL SURVEY REPORT 

alcohol into his stomach it would embalm the stomach, wouldn't it?' 
Pupil, 'Yes.' Teacher, 'Isn't it strange then that men would take alco- 
hol into the stomach if it embalms their stomach?' Pupil, 'Yes' " 

Teaching of manual training, domestic science 
and agriculture 

Only I one room township school out of 592, i centralized or consol- 
idated schools out of 17, no special district schools out of 13, i village 
school out of 13, and i high school out of 22, made any provision what- 
ever for the teaching of manual training 

The teaching of domestic science is in practically the same condition. 
Where found, the equipment in both manual training and domestic 
science is usually excellent and in some cases remarkably good 

Where centralization or consolidation is impossible the traveling 
teacher of these branches affords the only solution of the question of 
how to obtain effective teaching in manual training and domestic 
arts. Even the traveling teacher cannot solve the difficulty con- 
nected with obtaining proper equipment for one room schools 

The equipment for teaching agriculture leaves much to be desired 
Only 5 one room township schools out of 592 visited, 6 centralized or 
consolidated schools out of 17, no special district school out of 13, 
3 village schools out of 13, and 6 high schools out of 22 had Babcock 
testers. A similar condition existed as to microscopes and other 
apparatus 

The accompanying table gives the results of a questionnaire to super- 
intendents of schools 



CLASSROOM INSTRUCTION 



im 



APPARATUS FOR TEACHING AGRICULTURE 



Apparatus and equipment 



Township! Special I Village 



City 



Number of districts asked to re- 
port 

Number of districts reporting 

Number having 

Milk tester 

Seed tester 

Corn tester 

Microscope 

Chemical laboratory at disposal of 
agricultural class 

Botanical laboratory at disposal of 
agricultural class 

Milk separator 

Apparatus illustrating capillarity . . 

Apparatus illustrating osmosis 

Grafting tools 

Apparatus illustrating drainage . . . 

Germinator 

Fertilizer 

Collections 

Slides 

Spraying apparatus 

Pruning apparatus 

Garden tools 

Incubator 

Soil tester 

Miscellaneous 

Nothing 



264 
98 



17 
17 

17 

12 

2 
1 
11 
4 
2 
7 
7 
4 
3 
1 
1 



10 
21 



172 
48 

14 
7 
6 
7 



1 

3 

6 

17 



425 
188 

64 
44 
26 

46 

19 

3 
5 

8 
4 
7 
7 
12 
3 
9 
5 



7 
38 
50 



80 
61 

8 
6 

7 
7 



33 



The table indicates clearly the extreme meagerness of the apparatus 
in most schools. Even such apparatus as corn testers and devices 
for illustrating drainage, both of which can be made easily by 
pupils and teachers, are found in but a small percentage of the 
schools. Some schools have manufactured large quantities of agri- 
cultural apparatus and appreciate it more than if they had bought 
expensive equipment. Of course many pieces must be bought, but 
the cost of the necessary apparatus for the elementary rural school 
is extremely small. There is really no good reason why 35% of 
special district schools, 21% of township schools and 26% of village 
schools reported by superintendents should have no agricultural 
apparatus 

While undoubtedly the best work in the teaching of agriculture is 
done in connection with one acre plots on the farms from which 
the pupils come, yet the school garden serves a useful purpose in 
supplying material for class room instruction and in making simple 
experiments possible. There is a woeful lack of school gardens, 
either ornamental or utilitarian in connection with rural schools 



152 OHIO STATE SCHOOL SURVEY REPORT 

In many districts the absence of apparatus, school gardens, one acre 
plots for boys on their father's farms, has reacted unfavorably on 
the character of agricultural teaching. When one considers in ad- 
dition to this, the large number of untrained teachers, it is no 
wonder that so much of the instruction is mechanical and bookish. 
The possibilities of agricultural teaching are shown by the excellent 
results in many communities and the wonderful success of the 
Corn Boys' movement (See Chapter XV) 

Descriptions of actual lessons in agriculture reported from the field 

1 "The lesson in agriculture was on drainage. The class was attentive 
and interested. The teacher's questioning was splendid and her ap- 
proach appealed to the children" 

2 "One interesting lesson in agriculture was observed. The lesson was 
about cell structure in plants. The pupils were quick to take the initia- 
tive. The teacher asked many 'what' and 'why' questions. Her illus- 
trations were practical. The class talked about their observations of 
yeast in bread making. The cause of the killing of tobacco plants by 
frost was discussed. The teacher emphasized such vital points as the 
growth of cells and cell structure and told pupils of an experiment to 
work out at home" 

3 "The class in agriculture was not so well prepared as might be, owing 
to lack of time for study of the lesson. The boys in the class are vitally 
interested in the subject. The experiments called for in the test are 
performed, making the work quite realistic" 

4 "This lesson was taught entirely without the book and without a sign 
of apparatus" 

5 "Questions asked from the book. There was very little discussion. 
Pupils took turns reading from the book. The teaching followed the 
book exactly. There was no appartus available" 

6 "The parasites and means of killing them were discussed. There was 
no apparatus for conducting experiments" 

7 "Teacher : 'Yesterday we studied what ?' Teacher : 'You explain evapo- 
ration in plants'. Long answer by pupil. Teacher : 'Is water necessary 
to plants? Explain why?' Pupil: 'If we cut off 2 plants and put but 
I in water the other plant will droop.' Teacher: 'Hbw do growing 
plants get water?' Pupil: 'Through roots.' Teacher: 'Yes. Leaves 
cannot take in water, therefore they will what ?' Pupil : 'Die.' Teacher : 
'What about soil around plants if you don't keep weeds out during dry 



CLASSROOM INSTRUCTION 153 

weather?' Pupil: 'Weeds take all the water from plants, and they will 
die.' Teacher: 'What should farmers and gardeners think about?' 
Pupil: 'Waste of soil water.' Teacher: 'What takes up soil water?' 
Pupil : 'Weeds and underbrush.' Teacher : 'For next lesson take pages 
. Class excused" 

8 "Text was read as an ordinary reading lesson. No attempt on part of 
' teacher to see whether children had any idea of meaning of what they 

read. Teacher spoke during lesson only to pronounce words the 
children did not know, until close of lesson when the teacher spoke 
as follows: 'How many have seen alfalfa growing? Two. Alfalfa 
doesn't grow as well here as out west. It is a deeper green. They do 
not raise much clover out there, but alfalfa instead. We must take time 
for exercises this morning. Take to page . Class excused' " 

9 "The agriculture class was held during the last 15 minutes. The teacher 
was hurried ; she wanted to make a car. She used her book throughout 
the entire lesson. It was developed in somewhat this way : 'What do 
we mean by the word soil? What do we use true soil for? What do 
we need crops for? What is the difference between subsoil and true 
soil? What is the diff'erence between subsoil and true soil in a desert?' 
(She read answers from the book whenever child failed to answer.) 
She tells of nearby examples of true and subsoil. 'How did soil orig- 
inate?' Children suggested that the glacier, insects, heat and cold pro- 
duced it. Also washing of rocks, dying trees, running water wearing 
through rock makes soil" 

In all, 71 lessons in agriculture were reported from one room township 
schools. Although one might naturally expect that the experience 
of the children and the wealth of material for illustration would 
lift the teaching of agriculture in rural schools above the plane of 
ordinary subjects yet the common errors made in teaching these 
subjects are at least as common in the teaching of agriculture, e. g. 
in 40 exercises teacher taught entirely from the text. In 20 teachers 
asked questions, unnecessarily suggesting answers. In all exer- 
cises teachers "told" pupils the answers. In 14 exercises the pupils 
recited in the exact words of the book. In 10 exercises teacher 
asked questions which, for the most part, required yes and no 
answers only 

In only 3 cases out of 71 are pupils recorded as being sent to the 
black board 

In fine in many districts the teaching of agriculture which should be 
the basic subject of the curriculum is too bookish, fails to connect 



154 OHIO STATE SCHOOL SURVEY REPORT 

the subject matter with the lives of the pupils, and falls far short 
of its possibilities in developing the initiative and character of the 
pupils 

Notwithstanding all shortcomings of regular school instruction in agri- 
culture in many districts, the work of outside agencies in cooperat- 
ing with the schools (Chapter XV), and the holding of district 
agricultural exhibits have done much to stimulate interest in agri- 
culture among the boys in the schools. Of the township districts 
reporting 30%, of the special 18%, and of the village 13%, have 
held school agricultural exhibits within the last 5 years 

As to the result of agricultural teaching, about 8% of the superintendents 
reporting declare that it is too early to judge of the results of the work 
as the law making it compulsory has been in actual operation but a lit- 
tle over 2 years. Sixteen percent say that the teaching of agriculture 
has resulted in greater interest in farming and rural life on the part of 
both boys and parents. Twelve districts reported that boys were being 
effectively influenced to stay on the farms while in 15 districts boys 
have gone to agricultural college as a direct result of school work. 
Seven districts report that agriculture in the school curriculum has in- 
creased the active interest of farmers in the schools 

Fifty-five districts report that methods learned in the schools have been 
put into actual practice on the farm 

Typical extracts from superintendents' letters follow : 

"Country people have realized the value of high school education. 
Sixty-three out of 152 pupils in our high school are from the country, 
paying tuition or having the township pay it for them (From a 
village superintendent) 

■'Results gratifying. Boys and girls are suggesting to parents better 
methods. We have had more than 100 pupils in the high school 
studying agriculture in each of the past 3 years" (From a city super- 
intendent) 

"More interest is being taken in farming. Farmers are more careful 
in selecting and testing seeds; better grades of stock kept; more at- 
tention to proper feeding. These are brought home through the 
school" (From a township superintendent) 

"It has led to a keener interest in all phases of agriculture, and an ex- 
pressed determination to stay on the farm, and put thought and work 
into it" (From a special district superintendent) 



CLASSROOM INSTRUCTION 155 

Is a rural school like this too good to be true? 

A school with 

1 A school board made up of men and women with a clear in- 

sight into the meaning of rural life, and who look upon money 
put into schools, not as an expenditure, but as an investment 

2 Teachers in thorough sympathy with rural life 

3 A principal hired for ii months, who shall teach agriculture 

during the school year, and supervise the work of the boys 
on their one acre plots during the summer 

4 A teacher of domestic science who in the summer months shall 

cooperate with mothers in supervising the girls in the actual 
practice of household arts 

5 Trained teachers 

6 A course of study in which the activities of the locality shall be 

made the points of departure of the school curriculum, e. g. in 
a rural district, a course of study in which arithmetic, read- 
ing, writing, geography, etc., shall be closely correlated with 
agriculture which should be the unifying element in all school 
work in rural schools 

7 An experimental plot of i acre or over 

8 A baseball diamond 

9 A well appointed gymnasium for boys and girls 

10 An assembly room for school and community gatherings 

11 A house for the principal in close proximity to the school, owned 

by the district, but occupied free of rent by the principal 

Such a school would 

Hold its principal and teachers who would be not merely in, but, 

of the community 
Inculcate the dignity of rural life and hold boys and girls on the 

farm 
Be a center of social interest and community gatherings 
Insure to the pupils the best things of city schools while securing 

all the advantage of life in rural surroundings 
Secure the loyalty and affection of every boy and girl, father and 

mother in the community 



156 OHIO STATE SCHOOL SURVEY REPORT 

Constructive suggestions 

It is recommended that 

Strong agricultural courses be established in all high schools which 
shall take up the training of teachers 

Part time and continuation agricultural schools be established as 
part of a state-wide system of part time and continuation voca- 
tional education 



VIII CLASS ROOM AND GENERAL EQUIPMENT 
OF ELEMENTARY SCHOOLS 



General equipment 

A field study of equipment in 592 one room township schools, 17 cen- 
tralized township elementary schools, 13 special district elementary 
schools, 13 village elementary schools and 22 high schools shows that 

The centralized school is on the average much better supplied than 
the one room rural school, with ediicational, social center and san- 
itary equipment 

The high schools have a relatively strong hold on the public purse 

Assembly halls are rarely found except in centralized or consolidated 
schools, village schools and high schools 

Taken as a whole, all sorts of elementary schools are poorly provided 
with projective apparatus, which might be used in regular school 
work or in social center work 

School museums are found in but a small proportion of schools 

Over a third of the schools have individual drinking cups, but a very 
small fraction provide sanitary receptacles for these 

The water bucket, open to the dust of the school room, is still too 
common 

Proportion of Individual Drinking- Cups 

(456 Schools reported on by examimrs) 

■ Common Cup 6Z/fo □ Individual Cup 323 /o 

(157) 




158 



OHIO STATE SCHOOL SURVEY REPORT 



GENERAL EQUIPMENT 





Township 


Special 
■District 


Village 


High 




One Room 


Centralized 


School 


Number of schools 
visited 


592 

3 
4 
5 
1 

1 

1 
3 

6 
153 
319 

21 

30 

21 

5 


17 

8 
1 
6 
1 

1 

2 
8 

6 
4 
6 

1 

2 

2 


13 


13 
3 


22 


Kind of equipment 

found 
Assembly halls 


10 


School museums 




2 


Babcock testers 




3 


6 


Projection apparatus. . 




3 


Manual training equip- 
ment, etc 




1 

2 
4 

3 

3 
5 


1 


Cooking equipment, 
etc 




1 


Microscope 




7 


Sanitary drinking 
fountain 




s 


Individual cups 

Common drinking cup. 
Dustproof cabinet for 
cups 


2 
4 


6 
1 

3 


Dustproof water con- 
tainer 




1 
1 

12 


1 


Individual towels .... 




4 


Individual soap 




1 











Seating 

A study of the same schools from the standpoint of seating showed that 
Nearly one-twentieth of the children were sitting in seats obviously too 
large 

Over one-twenty-fifth were sitting in large seats with small low desks 
in front 

Over 50% of the children in rural schools occupy sittings in which the 
relative position of seats and desks are incorrect 

Few schools have adjustable sittings and many provide but i or 2 
sizes of seats for the children in all the grades 

No schools were found which had broken loose from the tradition of 
screwed-to-the-floor furniture, although such a departure would 
tend to conserve the health and happiness of the children and would 
throw open thousands of school rooms for community use without 
the great expenditure entailed by special assembly rooms. Furni- 



PHYSICAL EQUIPMENT 



159 



ture can be obtained which will "stay put" during use. Even if this 
were not so, the use of immovable furniture in one room schools 
is entirely unnecessary, as with proper exits and plenty of windows 
there is absolutely no danger from fire. The health of pupils is the 
first consideration and must be safeguarded even if we are com- 
pelled to build nothing but one story and two story fire proof school 
buildings. It is encouraging to notice that the new normal school 
at Kent has installed movable furniture in the elementary school 

Bad seatinj^ reported in om room township schools 

(in 5y2 sckoob visited ) 




Seats improperly placed Large scats, small desks Seats too large or small 

4207 911 919 



SEATING 





Township 


Special 
•District 


Village 


High 




One Room 1 Centralized 


School 


Number of schools 
visited 


592 17 


13 


13 


22 






Kinds of sittings 
found 


Percents 


Adjustable sittings. . . . 


3.6 


6.7 
93.3 

14.4 

85.6 

52.5 
36.6 

10.9 


3.9 
96.1 

16.6 

83.4 

54.8 
34.6 

10.6 




Non-adjustable 

Seats and desks sep- 
arate 


96.4 100.0 
24.0 24.0 

76.0 76.0 

47.1 84.8 
40.1 14.2 

12.8 1 1.0 


100.0 

12 2 


Seats and desks at- 
tached 

Sittings in which seats 
reach under the 
desks 


87.8 
66.9 


Sittings in which seats 
reach just to desks. 

Sittings in which seats 
do not reach to 
desks 


26.7 
6.4 







i6o 



OHIO STATE SCHOOL SURVEY REPORT 
NUMBER OF SIZES OP SITTINGS PER ROOM 





Township 


Special District 




One Room 


Centralized 


Number of classrooms visited 

Number of classrooms reported on... 


592 
550 


25 ' 
17 


13 
13 



Percents 




Sittings of 

One size 

Two sizes 

Three or more sizes 



SOME UNDESIRABLE AND DISTINCTLY BAD SEATING CONDITIONS 



Township 


Special 
District 


Village 


Total 


One Room Centralized 


1 
Number of sittings re- | 

ported on 18,285 ( 746 


449 
61 

2 

135 


925 

14 

8 

46 


20,405 


Number of seats too | 
large (feet dangling) 779 | 14 

Seats too small. 140 | 84 

Double sittings 2,1 1 3 | 


868 

164 
2,294 


Seats and desks not | 
corresponding in size 911 | 13 


18 


21 


963 



,. HJniMUi' 




< 




PHYSICAL EQUIPMENT 



I6l 



CARE OF SEATS 





Township 


Special 
District 


Village 




One Room 


Centralized 


Number of classrooms visited... 

Number of classrooms reported 

on 


592 
582 


26 

24 


13 
13 


25 
23 







Sittings 



Percents 



*Some marlied . . . 

Some cut 

Som© rickety .... 
In good condition 




34.8 

30.4 

4.3 

69.6 



*Percentages do not add up to 100% because of duplication in the first 
3 items 

Chairs for visitors 

Of the one-room township classrooms visited 70%, had i ordinary chair 
or less, 19.3%. had 2 chairs and only 10.7% had more than 2 chairs 

Recitation benches 

Of the one room township schoolrooms visited 12.3% had no benches 
for children reciting. In such cases children either recited at their 
seats or had to remain standing during recitations. Over 10% of the 
schools visited had room for less than 6 children each on recitation 
benches 

Decorations 

The proper decoration of a school building has much to do with its 
"atmosphere." The unconscious influence of beautiful surroundings 
on taste and character cannot be overestimated. The beautiful school 
tends to produce the beautiful home. The home beautiful goes far 
towards solving the problem of rural efficiency 



11 s. s. 



1 62 



OHIO STATE SCHOOL SURVEY REPORT 





Township 


Special 
District 


Village 


High 




One Room 


Centralized 


School 


Number of school- 
rooms visited 

Number reported on. . 


592 
564 


26 
23 


13 
12 


23 
19 


34 
22 


Number of pictures 


Percents 


None 


18.3 
34.6 
47.1 


34.8 

30.4 
34.8 


33.3 

25.0 
41.7 


15.8 

31.6 
52.6 


9.1 


One to six 


72.7 


Six or more 


18.2 



Character of pictures 

In some schools excellent taste has been shown in the choice of pictures. 
In some, pictures good but inappropriate are hung. In many schools 
the only pictures are from calendars, magazines and daily newspapers. 
Perry pictures, religious, historical, and landscape pictures are com- 
mon. In general the pictures in rural schools are in extremely cheap 
form, poorly selected, and few in ntuuber 

Other decorations 

Forty-five percent of the one room township schools report some 
decorations other than pictures. In most cases the examiners re- 
port these as unkempt. Dust covered evergreens, oak leaves, flags, 
corn, drawings, curtains, mottoes, flowers, paper chains, and adver- 
tisements are frequently referred to. Some of these decorations 
were excellent when new and are monuments to the activity of 
some live teacher. Succeeding teachers have simply neglected to 
either remove or keep in good shape the decorations on the walls. 
There are enough well decorated schools of all kinds in Ohio to 
show what can be done in all schools with energetic leadership and 
loyal popular support 

Color of walls and ceilings 

At least 15 colors for walls and ceilings were reported from the field. In 
rural and special schools a clean light bufif or light green was exceed- 
ingly rare. Many walls were papered and some whitewashed. One 
school reported brown paper with red and green figures. One reported 
walls newly papered with extremely attractive paper 



PHYSICAL EQUIPMENT 



163 



Thermometers 

Thermometers were located in all sorts of positions in the school room 
from the teacher's desk to right in front of the window. There was 
no uniformity in the height of thermometers above the floor 

The readings of the thermometer, of course, had no significance in the 
September and October survey. Except in one case, where the daily 
variation was 14 degrees, it did not exceed 10 

Blackboards 

Centralized and consolidated schools are much better supplied with 
blackboards both as to quality and quantity than the one room town- 
ship schools 

Slate blackboards are fast replacing wood and plaster boards 

Most schools, even modern ones in many cases, neglect the needs of 
the smaller children in the placing of blackboards. Of one room 
township schools, 452 or 78.1% of the total number surveyed had 
no blackboards the lower edges of which were not over 30 inches 
from the floor. This entails either the non-use of the boards by 
the smaller children or their use under unnecessary difficulties 

KIND OF BLACKBOARDS 





Township 


Special 
District 


Village 




One Room Centralized 


Number of classrooms visited... 
Number reported on 


592 26 
591 26 


13 
12 


25 
23 






Composition of blackboards 


Percents 


Wood 


16.9 

13.4 

9.3 

67.1 




33.3 
8.3 
8.3 

50.0 
8.3 


24.8 


Plaster 


7.7 
15.4 
92.3 




Composition 




Slate 


78. 2 


Various 













*These percentages do not add up to 100% because of the duplications 
— usually slate combined with some other 



1 64 



OHIO STATE SCHOOL SURVEY REPORT 



AREA OP BLACKBOARDS 





Township 


Special 
District 


Village 




One Room 


Centralized 


Number of classrooms visited . . . 
Number of classrooms reported 
on 


592 
535 


26 
22 


3 
13 


25 
21 






Area in square feet 


Percents 


Less than twenty-five 


.7 

4.7 

49.5 

45.1 








Twenty-five to fifty 




7.7 
15.4 
76.9 




Fifty to one hundred 


8.3 
91.7 


9.5 


One hundred or over 


90.5 







Chalk and erasers 

Of 259 one room township schoolrooms visited and reported on 45.2% 
used some form of dustless crayon. Twenty-three per cent of the 
erasers were felt, 76% felt and wood. One per cent used cloth, wool 
and other forms of erasers. In general, little attention is given in 
rural, special district and village schools to the chalk dust nuisance 

Teachers' desks 

Sixteen of the one room township schools visited had no teacher's desk 

5and tables 

Of the one room township school rooms visited, 2.1% had sand tables; 
of the special district schools 15.4% and of the village schools 15% 

Slates 

Of 592 schools visited 538 reported on this item. All the children used 
slates in 86 schools, some of the children, in 332 schools, and no chil- 
dren used slates in 120 schools. Children were observed in many 
cases using nature's method of cleaning — saliva and the hands 

Individual pencils 

In only 7.6% of one room rural schools visited were lead pencils used 
indiscriminately by pupils. In the others each child possessed his 
individual pencil 



PHYSICAL EQUIPMENT 



165 



Maps 

This table should be considered in connection with the discussion of the 
teaching of geography, pp. 146 and 147 and with paragraph 13 under 
"Interior Views," p. 108 

NUMBER OF MAPS 





Township 


Special 
District 


Village 




One Room 


Centralized 


Number of classrooms visited... 
Number reported on 


592 
537 


26 
10 


13 

8 


25 

8 






Amount of maps 


Percents 


None 


25.7 
25.7 
48.6 


10.0 

60.0 
30.0 






One to three 


63.5 
37.5 


12 5 


Three or over 


87 5 







KIND OF MAPS 





Township 


Special 
District 


Village 




One Room 


Centralized 


Number of schools visited 


592 


17 


13 


13 


Kind of maps 


Numbers 


United States 


398 
259 
262 
138 


12 
11 

14 


12 
4 
5 


7 


Ohio 


3 


Globe 


5 


None at all 












Books 

Age of Text Books 

In the September and October field work a record was made where 
possible, of the age of text-books in use in the schools. The figtires 
on the whole do not indicate any undue rapidity in the change 
of text-books. In reading, language and geography particularly. 



1 66 



OHIO STATE SCHOOL SURVEY REPORT 



efficiency would be promoted by changes of text-books where edi- 
tions used are from 14 to 34 years old. Some cases have been 
brought to the attention of the commission where wholesale changes 
have been made and unmade within the space of a few weeks. 
The field survey has not discovered such cases, but they could be 
made impossible i£ the law allowing the change of text-books on a 
four-fifths vote before the five year period of adoption is up, were re- 
pealed. The state Superintendent of Public Instruction might be 
authorized to allow such changes on petition from boards of educa- 

*^°" DATES OF EDITIONS OF TEXT-BOOKS 



Subjects 



Before 

1880 



1880- 
1890 



1890- 


1900- 


1900 


1910 


32 


85 


26 


82 


5 


107 


6 


112 


21 


109 


1 


2 


47 


44 


138 


541 



1910- 1 

1913 Total 



Reading 

Language 

Primary arithmetic . 
Advanced arithmetic 

Geography 

Civics 

Physiology 

Total 



2 
10 



22 



5 
17 



5 


125 


9 


128 


11 


134 


5 


132 


7 


137 




3 


39 


13& 


76 


794 



Supplementary readers 

This table indicates that probably 79% of the one room township schools 
in Ohio provide no supplementary readers for the use of teachers and 
pupils. Under such a condition the aridity and mechanical nature of 
the teaching of reading, history and geography deserved in many dis- 
tricts, is hardly to be wondered at 



1 

Township 

Special 


Village 


One Room' 


1 
District 
Centralized 


Number of classrooms visited... 592 
Number of classrooms reported 

on 428 


26 13 
13 5 


25 
17 







Number of sets of supplementary 
readers 



Percents 



None I 79.2 I 23.1 

One to four | 18.7 | 53.8 

Four or more | 2.1 23.1 

Actual number having no sup- | 

plementary readers | 339 | 13 



20.0 

80.0 



17.7 
52.9 
29.4 

17 



PHYSICAL EQUIPMENT 



167 



Teacher's desk books 

In 79.4% of one room township schools and "l^.^o of ^ others in- 
cluding high schools visited in October the teacher supplied desk 
books out of her own pocket. It is not just to the teacher getting 
$40 per month to require her to purchase the necessary desk books, 
especially as books change from district to district. It is not good 
business to leave it to the teacher as in many cases no one buys the 
desk books and as a result the teacher comes to school poorly pre- 
pared and time is lost in borrowing books from pupils 





Township 


Special 
District 


Village 


High 




One Room 


Centi 


alized 


School 


Number of schools 
visited 


592 
465 




26 
25 


13 
11 


25 
22 


34 


Number of classrooms 
reported on 


31 


Teacher's desk books 


Percents 


Well supplied 

Poorly supplied 


52.0 
48.0 




92.0 

8.0 


45.5 
54.5 


72.7 
27.3 


80.6 
19.4 



Libraries 

About 25% of the books in libraries of one room township schools had 
been added within a year. This indicates rapid improvement 

Over 25% of the township schools visited had no libraries. One school 
visited had had a library but the board of education discontinued it 
because "the children were reading the books too much, and the board 
feared that the regular school work would suffer" 

One hundred and eighty schools or 25% of 635 surveyed had no dic- 
tionaries. These included centralized, village, elementary, and high 
schools 

Only 2 traveling libraries were found in the 592 one room township 
schools visited 



i68 



OHIO STATE SCHOOL SURVEY REPORT 



CARE OF BOOKS AND DISTRIBUTION ACCORDING TO SUBJECT MAT- 
TER, IN ONE ROOM TOWNSHIP SCHOOLS • 





Condition of Books 




New 


Good 


Fair 


Poor 


Total 




2,689 


5,893 


2,142 


581 


11,305 



















Kind of books 



Percents 



Fiction 

History 

Biology 

Poetry 

Science 

Dictionaries 

Encyclopedia 

Miscellaneous 




Total 100 



LACK OF LIBRARY FACILITIES 



Township 



One Room Centralized 



Special 
District 



Village 



High 
School 



Number of schools.. 

No library 

No library except die 

tionary 

Some books but no 

Fiction 

History 

Biography 

Poetry 

Science 

Dictionaries 

Encyclopedia 



592 
166 

97 

153 
186 
242 
259 
263 
155 
237 



17 



13 
6 



13 



22 



Libraries in Township Schools 

I No library M No library except dictionaryQ Library beside dictionary 



PHYSICAL EQUIPMENT 



169 



Constructive suggestions 

That every child in Ohio may be provided with a place to sit which 
will not militate against his proper physical growth in a school 
with all essential educational and sanitary equipment it is recom- 
mended that the state Superintendent of Public Instruction 

1 Be authorized and required to issue instructions to boards of 
education regarding the proper seating equipment and sanitation 
of school buildings (See also chapter XXII) 

2 Be authorized and required to hold up the payment of any special 
state subvention to any board of education which fails to comply 
with these minimum requirements 

3 Be authorized though not required to hold up any payment of 
the public school fund to any board of education which fails to 
comply with these requirements, until such time as the necessary 
changes are made 



Where Individual Drinking- 
Cups are kept in 153 schools 



m&Vo in . 
Di/sipro^ cabinets 




66.2. Vo 
Elsewhere 




IX THE PHYSICAL PLANT 



Grounds 



The great majority of the rural schools had a sufficient number of square 
feet of play area on a city basis, owing to the small number of children 
in the average school 

Less than 25% of one room township schools inspected had school 
lots of an acre or over 

Only 40 or one-sixth of the 240 rurals schools for which an estimate 
was made have as much as an acre usable for play purposes 

Of these schools, 56% had less than half an acre available for organized 
play 

Practically 68% of the school grounds connected with the one room 
township schools were in poor condition as to ornamentation. In all 
other schools, even village schools, unimproved and even unkempt 
school grounds are exceedingly common 

In most cases additional ground could be obtained for play purposes. 
In some cases children were given the use of adjoining fields 

In I case a neighboring farmer, on the strength of the terms of the deed, 
fenced in all the school ground except a small triangle, during a tem- 
porary closing of the school. This is typical of the common disregard 
in many rural districts for the importance of education through plays 
and games 



(170) 



THE PHYSICAL PLANT 



171 



AREA OF SCHOOL GROUNDS 





Tovi^nship 


Special 
District 


' Village 


High 




One Room 


Centralized 


School 


Number of schools 
visited 


592 
576 


17 
15 


13 
13 


13 
13 


22 


Number of schools 
reported on 


21 


Area in square feet 


Percents 


Less than 5000 


1.7 

5.7 

24.7 

46.5 

21.4 

123 










5000 to 10,000 










10,000 to 20,000 

20,000 to 44,000 

44,000 or over 

Actual number with 
one acre or over. . . . 




30.8 

53.8 
15.4 

2 


7.7 

7.7 
84.6 

11 




26.7 
73.3 

11 


9.5 
90.5 

19 



SCHOOL GROUNDS 



Total area of 
School Grounds 



OneRoom 
Township 
Schools 




Area available 
for organized play 




Ornamentation of 
5chool Grounds 




Centmlizedi 
ConsoliW 
Schools 



Proportion having 
■less than 1 acre 
Dl acre and more 




Proportion having 
■less than /^ acre 

CVz acre and more 




Proportion reported 
■ Poor m Fair 
DGood 



1J2 



OHIO STATE SCHOOL SURVEY REPORT 



ORNAMENTATION OF SCHOOL GROUNDS 





Township 


Special 
■District 


' Village 


High 




One Room 


Centralized 


School 


Number of schools 
visited 


592 
545 


17 

15 


13 
12 


13 
12 


22 


Number of schools 
reported on 


14 


Ornamentation 


Percents 


Good 


9.9 
22.2 
67.9 


20.0 
33.3 
46.7 


16.7 
25.0 
58.3 


50.0 
16.7 
33.3 


28 6 


Fair 


35 7 


Poor 


35 7 







AREA OP SCHOOL GARDENS 





Nnmber 

of Schools 

Visited 


Number 
Reporting 
Gardens 


Area 


In Square Feet 




1-500 


500-2000 


2000 or 
Over 


One room township 
schools 


592 


44 


34 


6 


4 







(The gardens in many cases consisted simply of a few flower beds) 



Only 16.7% of the rural school sites inspected were rated as poor as 
to natural beauty of site and 41.3% were rated as good 

Almost 49%. of the school grounds were of clay. Most of the school 
grounds had at least fair natural drainage. In only 18.3% of the 
cases surveyed in October, were better sites in the vicinity readily 
available (Question asked in October only) 



THE PHYSICAL PLANT 



173 



AREA AVAILABLE FOR ORGANIZED PLAYS AND GAMES, SUCH AS BASE- 
BALL (REPORTS ONLY PROM SCHOOLS VISITED IN SEPTEMBER 
AND OCTOBER) 





Township 


Special 
District 


Village 


High 




One Room 


Centralized 


School 


Number of schools 
visited 


592 
240 


17 
11 


13 
6 


13 
13 


22 


Number of schools 
reported on 


20 


Available play area in 
square feet 


Percents 


0-5000 


16.7 
11.3 
28.5 
26.7 
16.7 

40 






7.7 
15.4 




5000-10,000 




16.7 


5.0 


10 000-20 000 


9.1 
18.2 

72.7 

8 


10.0 


20,000-44,000 


33.3 
50.0 

3 


38.5 
38.5 

5 


15.0 


44,000 or over 

Actual number with 1 
acre or over 


70.0 
14 



(An acre = 43,560 square feet) 



Play apparatus 

Only 31 of all the elementary schools visited had any play apparatus. 
Twenty-four of these schools were one room rural schools. Where 
found, the apparatus was rather meagre such as a baseball in i school, 
horseshoes and a rope in another, ninepins made from corncobs in an- 
other, and a ball and a bat in another 

Only 26 cases of home-made apparatus were reported, although the 
country offers a large opportunity in this line — an opportunity which 
affords wonderful educational advantages 

In I second grade high school visited, the boys had constructed parallel 
bars and an apparatus for trapeze and rings 

If the rural school is to recover its hold on the older boys and girls, it 
must not only have a larger average enrollment but the school 
must be made the play center of the community, not only for the 
boys and girls, but for the youths and maidens, the fathers and the 
mothers. Is it not possible for a very large proportion of rural 



1/4 OHIO STATE SCHOOL SURVEY REPORT 

schools to maintain baseball diamonds for use not only at recess 
and before and after school, but on Saturday afternoons when the 
non-school-going population might have its chance? 

Buildings 

Age of buildings 

Of the one room township schools visited 73.5% were at least 20 
years old. Many were of unknown age. Some were over three- 
quarters of a century old 

Cloakrooms 

Only 28.3% of the one room township and 46.1% of the special district 
schools reported on had any form of cloakrooms, and only 17.3% of 
the one room township and 38.4% of the special district schools had 
separate cloakrooms for the sexes. In 13 schools clothing was piled 
on desks, seats or window sills 

Closets for apparatus 

One hundred eight of the 657 schools visited in all sorts of districts had 
no closets for storing apparatus. Such closets are extremely rare in 
rural schools. Where found the closets are usually small and not 
adapted to their purpose 

Repair of buildings 

Forty-seven per cent of the one room township schools and 38.5% of the 
special district schools reported on are badly in need of repair 

Among common repairs needed are new roofs, plastering, new privies, 
doors in privies, new window-shades, new door steps, new black- 
boards, new doors, new floors, replacing of window-glass, etc. Some 
schools were reported as "beyond repair." The disastrous moral 
effect on the communities of neglected public property is obvious. 
Opposite pp. 176 and 177 are cuts of actual conditions found during 
the survey 



THE PHYSICAL PLANT 



175 



STATE OF REPAIR OF BUILDINGS 





Township 


Special 
■District 


Village 


High 




1 
One Room Centralized 


School 


Number of schools 
visited 


592 1 17 
562 15 


13 
13 


13 
13 


22 


Number of schools 
reported on 


19 


Buildings 


Percents 


In good repair 

Bad repair 


47.3 86.7 
52.7 13.3 


61.5 
38.5 


100. 


89.5 
10.5 









Entries 

Out of the 578 township and special district schools reported on 38.8% 
had no entry ways, and 37.1% had entries of less than 30 square feet 
in area. Schools with entries larger than this were almost always in 
villages or centralized districts 



Lighting of buildings 

Experience in many cities has shown that poor lighting of school 
buildings not only seriously affects the character and amount of 
school work which can be done in a day, but often leads to the 
permanent injury of the vision of school children. On the other 
hand experience has shown that poor lighting is one of the most 
easily corrected of evils even in old buildings, and that correction 
is almost immediately followed by improvement which can be 
readily measured. In an eastern city the annual sight test revealed 
the fact that i building showed a consistent percentage of poor eye- 
sight from year to year of 25% while in other buildings the per- 
centage ranged from 8 to 12%, The increase in the amount of light- 
ing by 50%, brought about by the insertion of 2 additional win- 
dows in each room, in 2 years reduced the percentage of poor 
vision to the level of other schools. The drop the first year was 
of course due largely to the improved condition under which the 
tests were held. The drop the second year was mainly due to 
actual improvement in the vision of the children in the school. In 
none of these schools were the lighting conditions ideal. It is not 



176 OHIO STATE SCHOOL SURVEY REPORT 

necessary in order to improve conditions to meet all requirements 
of the most advanced practice. Much can be done at small expense 
by the insertion of more v^^indows in old buildings 

The field study as weU as returns from teachers' institutes indicate 
that 

Lighting from i side only was found rarely except in centralized 
schools and high schools 

Of the one room tov^^nship schools about 60% are lighted from 2 
opposite sides, compelling all the children to sit for 6 hours a 
day in cross lights and half the children to write w^ith the chief 
light coming over the right shoulder 

According to the field survey 27%, and according to the teachers' 
institute returns 26.8%, of one room rural school buildings are 
lighted from 3 sides while some schools are lighted from 4 sides 

In 26% of the rural schools visited, the children, and in 41%, teachers, 
were compelled to face directly either the major or minor light 

Although the minimum essentials of good lighting demand that 
the window area shall be at least one-fifth of the floor area, in 
about 46% of the one room township and special district schools 
visited the window space was only one-eighth of the floor space 
or less — in many cases, very much less. Centralized and village 
elementary schools were considerably in advance of all others 
in this respect 

In many cases the bad effects of such poor lighting conditions upon 
the eyes of children and teachers alike are lasting 

The number of schools among those actually surveyed, which met the 
following requirements of good lighting was negligible: 
All lights or at least the major light coming from i side 
Window space one-fifth of floor area 
Side blackboards not over 25 feet from the windows 
Windows supplied either with both opaque and translucent shades or 

with apparatus to lower the roller from the top 
Walls tinted light buff or green 

Distance from top of windows to ceilings 

A great part of the most valuable light is lost through the common 
practice of dropping the window tops a foot or more below the 
ceilings. In 91.7% of the one room township schools reported on, 
the distance from the top of the windows to the ceiling was i foot 
or over 




Flood not to blame fur tliis 




Yard in disorder, building in poor repair 








o 






a 




THE PHYSICAL PLANT 



177 



Width of piers between windows 

Many children are subject to unnecessary eye strain by being required 
to work in half shadow, through the common practice of leaving 
wide piers between windows. In 94.4% of the one room township 
schools visited the piers between the windows were 3 feet or over 
in width 

How carefully the provisions for lighting new buildings need to be 
watched is indicated by the recent experience of i of the state 
normal colleges in building a model rural school. The original 
plans provided for proper lighting, but during the summer the 
plans were changed. The result is i room with 4 windows at the 
left and 3 in the rear, and 2 rooms with 3 windows at the right and 
3 in the rear 

LIGHTING IN SCHOOLS SURVEYED 





Township 


Special 


Village 


High 




1 
1 
One Room Centralized 


'District 


School 


Number of classrooms 
visited 


592 26 

545 22 


13 
12 


25 
25 


34 


Number of classrooms 
reported on 


30 


Lighting from 


Percenis 


One side only 


4.4 

7.3 

59.4 

27.0 

1.8 


22.7 

54.5 

13.6 

9.1 




8.0 

4.0 

44.0 


20.0 


Two adjacent sides... 
Two opposite sides... 


50.0 
8.3 


16.7 


Three sides 


25.0 1 44.0 




Four sides 


16.7 















178 



OHIO STATE SCHOOL SURVEY REPORT 



BAD LIGHTING 





Township 


Special 
■District 


Village 


High 




One Room 


Centralized 


School 


No. of classrooms vis- 
ited 


592 

7 

19 

417 

41 


26 


13 


25 


34 


Children facing major 
light 




Children facing minor 
light 




3 
8 

1 


1 
2 

11 




Children directly be- 
tween 2 major lights 

Teacher facing major 
light 


2 

4 


4 

7 







RELATION OF WINDOW SPACE TO FLOOR SPACE 





Township 


Special 
District 


Village 


High 




One Room 


Centralized 


School 


Number of classrooms 
visited 


592 
544 


26 

22 


13 
13 


25 
23 


34 


Number of classrooms 
reported on 


23 


Window space 


Percents 


One-fifth of floor space 
One-flfth to one-eighth 

of floor space 

One-eighth of floor 

space or less 


8.6 
45.6 
45.8 


30.0 
35.0 
35.0 


23.1 
30.8 
46.1 


21.7 
43.5 
34.8 


43.5 
26.1 
30.4 



THE PHYSICAL PLANT 



179 



Ratio of window space to floor space 





One Room Township Centralized k Consolidated 
I Ratio less than 1: 5 [ Md 1 SB et ween ratios 1 :& and 1: 5 Ipoor} 
D Ratio 1:5 and over {.permissible] 



LIGHTING IN SCHOOLROOMS REPORTED ON BY TEACHERS WHO 
ATTENDED TEACHERS' INSTITUTES IN 1913 





Township 




Special 
District 


Village, Small City 

and 

High School 




One Room 


Centralized 


Number of classrooms 
reported on 


3499 




234 


251 




3099 


Lighting from 








Percents 






One side 

Two sides (usually op- 
posite) 

Three sides 

Four sides 


2.9 

62.6 

26.8 

7.5 


11.5 

* 
* 

* 


5.2 

* 
* 

* 




55.5 

* 
* 
* 







*Data not reliable because in answering, teachers confused room with 
building 

Heating of buildings 

Only 54 of the township schools and 3 of the special district schools 
visited had jacketed stoves. When properly constructed these stoves 
give, at the same time, excellent heating and ventilating facilities. Out 
of 10 schools in i county visited by the director of survey, 2 had 
jacketed stoves, neither of which had either fresh air inlet nor foul 



i8o 



OHIO STATE SCHOOL SURVEY REPORT 



air outlet. Jacketed stove apparatus has been dismantled in some 
cases because no one knew how it should be operated. Sufficient and 
efficient inspection and supervision would make such conditions im- 
possible 

HEATING OF BUILDINGS SURVEYED 





Township 


Special 
■District 


Village 


High 




One Room Centralized 


School 


Number of schools 
visited 


592 17 

587 10 


13 

12 


13 
12 


22 


Number of schools 
reported on 


20 


Heated by- 


Percents 


Ordinary stove 1 86 . 2 

Jacketed stove | 9.2 


10.0 

20.0 
70.0 


75.0 

25.0 


33.3 


25.0 


Furnace 1 4.6 


66.7 


75.0 











HEATING OF 7125 SCHOOLROOMS REPORTED ON BY TEACHERS WHO 
ATTENDED TEACHERS' INSTITUTES IN 1913 





Township 


Special 
District 


Village, 
High 


Small City 
and 
School 




One Room 


Centralized 


Number of schools re- 
ported on 


3503 


232 


253 




3137 






Heated by 






Percents 






Ordinary stove 

Jacketed stove 

Furnace 


82.6 

7.3 

10.0 


34.9 
11.6 

53.4 


43.1 
8.7 

48.2 


18.7 
5.5 

75.8 



The difficulty of properly heating one room rural schools is greatly 
increased in many cases by foundations which are not tight. In 
i8i out of 580 one-room township and special district schools re- 
ported on (29%), there were no foundations or the foundations 
were in poor condition 



THE PHYSICAL PLANT 



i8i 



HEATING APPARATUS INT OfflO SCHOOLS 

Reportedly 712,5 Tedc/ie/s at TeachersVnstitutesJ^lZ 



One 

Room 

Township. 



iiiiHH 





I Ordinary Stove 



dHJa-cKeted Stove, Furnace, or St^a-m . 



Ventilation of buildings 

In over QO^c of the one room schools surveyed, the only ventilation was 
by the windows. Window ventilation in connection with jacketed 
stove ventilation is thoroughly efficient. If all rural schools had win- 
dow boards to prevent drafts from blowing directly upon the children, 
even without the jacketed stove, ventilation could be made much more 
satisfactory than is the case at present in the average school, — more 
satisfactory in fact, than in many city buildings with expensive heating 
and ventilating plants. The simplicity of jacketed stove ventilation, 
aided by window ventilation, makes it easy for teachers and pupils 
to become expert in its management. This is a great advantage in one 
room rural schools which cannot have full time janitors. For educa- 
tional purposes this sort of ventilation is particularly valuable as the 
conditions more nearly approximate those of house ventilation, and 
as the whole apparatus is in full view of the school and lends itself 
easily to demonstrations before the class 

Centralized schools are much better provided with ventilating apparatus 
than are other rural schools. Of those visited 31% had force fans 
and 37% had some form of gravity ventilation 

In many schools the lack of proper ventilation is aggravated by low 
ceilings. Of the one room township schools surveyed, 55.2% had ceil- 
ings less than 12 feet high 



1 82 



OHIO STATE SCHOOL SURVEY REPORT 



Humidifying apparatus 

Of 592 one room township schools visited 41 used pans of water to 
moisten the air. Eighty-one had humidifying attachments on fur- 
naces or jacketed stoves. The rest had no way of supplying moist- 
ure to the air 

VENTILATION IN THE SCHOOLS SURVEYED 



Townskip 



One Room 



Centralized 



Special 
District 



Village 



Number of schools visited | 592 

Number of schools reported on.. 419 



17 
16 



13 
12 



13 
12 



Ventilated by 



Percents 



Window I 91.4 

Some gravity system 8.6 

Fans 1 

Actual number ventilated by | 

window I 383 




50.0 
33.3 

16.7 



HEIGHT OP CEILINGS 





Township 


Special 
'District 


Village 


High 




One Room 


Centralized 


School 


Number of classrooms 
visited 


592 
433 


26 
20 


13 
12 


25 
21 


34 


Number of classrooms 
reported on 


2» 


Ceilings 


Percents 


Ten feet his'h or less. 


9.2 

46.0 
44.8 




8.3 
16.7 

75.0 




17.2 


Ten to twelve feet high 
Tv.^elve feet and over. 


25.0 

75.0 


33.3 

66.7 


17.2 
65.5 



j' THE PHYSICAL PLANT 183 

Toilets 
Earth closets 

99.6% of the one room township, 64.6% of the centralized township, 
100% of the special district, 46.1% of the village schools, and 52.4% 
of the high schools visited had earth closets only. Thirty-seven 
cases were found in all sorts of schools where the boys' and girls' 
privies were less than 10 feet apart. In 81.7% of all sorts of schools 
visited they are 30 feet apart. In 9 of the one room township 
schools, the 2 privies were under the same roof. At least 13 one 
room township schools out of 592 had only i privy for both sexes 

Three schools visited had no privies. In addition 2 were reported 
without privies, by teachers at teachers' institutes. One of these 
never had had. Such a condition is dangerous to health. Privies 
were reported clean in 194, and unclean in 356 one room township 
schools. In many schools the girls' privies are reported as clean 
while the boys' are reported as unclean. Urine is permitted to 
soak into the ground in 96.4% of the cases in one room township 
schools visited, 92.3% in the special district schools, in 64.3% of 
the centralized and consolidated schools, and 50% in the village 
schools and in 57.9% in the high schools. The condition of a 
large number of privies is filthy and tumbledown beyond de- 
scription 

Of 2,423 one room township schools reported on by teachers who 
attended teachers' institutes in 191 3, 21.9% of the toilets were 
screened in some way 

Of the one room township schools visited 12 privies were less than 10 
feet from the school building 

Of the one room township schools visited, 86.6% had no privy screens 
and of the 69 privy screens reported on for condition, 18 were in 
good condition, 2"/ in fair condition and 24 in poor condition 

Of 279 schools inspected in October, 96% had no water-tight or 
fly-tight receptacle for excreta. Flies were found in large numbers 
in 108 toilets and school buildings. The bearing of this condition 
on the transmission of disease is evident. No schools were found 
whose doors and windows were screened 

Privies were defaced by cutting in 214 schools out of 277 inspected 
in October. In 156 of these cases the markings and cuttings were 
obscene 



184 OHIO STATE SCHOOL SURVEY REPORT ' ' ' ^ 

Below are some field notes : 

"Boys' privy without roof. No floor. Doors open with difficulty" 
"A wind storm blew the privies down 2' weeks ago. Sub-director 
, removed broken structure. Boys make use of trees and bushes 

I some distance from school as closets" 

*'One privy and it is turned over" 
"Boys' privy not usable and unspeakable" 

"No privies for either boys or girls. The girls use a neighbor's 
across the street and have for 4 years. The owner complained 
to the examiner that the board would not build privies saying 
that the children did not need them" 
"Boys' privy has no floor" 

"Privies are unspeakably filthy. The pupils going into them cannot 
avoid stepping into the filth and the odor from these children is 
noticeable in the room" 

Water closets 

One single- room township school, 7 out of 17 centralized schools and 
none of the special district schools had water closets 

The care of the physical plant 

General Statement. 
Of 659 teachers whose classrooms were visited, 357 did the janitor 
work and 353 of these were in one room township schools. Eight 
of these, contrary to law, received no pay for their services. Over 
40% received less than $2 per month 

Sixty-one percent of the one room township schools reported on were 
dusted daily. Nine percent were dusted once a week or less 

About 10% of the schools used the deadly feather duster. Over 25% 
used damp cloths for dusting 

Sixty-five percent of the privies connected with the one room rural 
schools visited were dirty 

Cleanliness in Outbuildings 

(550 OneRoom Township Schools Reported on) 




Dirty 65% □ Cle^ztn 357c 



THE PHYSICAL PLANT 185 

Practically all privies seen were open underneath. Of those in the one 
room township schools visited 66% are cleaned out once each year or 
oftener. Thirty-three percent are never cleaned out. At least 35% 
of the privies of one room township schools are never inspected. What 
inspection is done is done mostly by teachers although 17 inspections 
by directors, 4 by board members and i by boards of health are re- 
ported 

In many districts poorly paid teachers have immaculate school build- 
ings and grounds only as a result of their determination to live in 
clean surroundings. In all too many cases they are without either 
the material or active moral support of their communities. The state 
of Ohio owes a deep debt of gratitude to her army of insufficiently 
paid and insufficiently trained — partly because insufficiently paid 
— teachers in rural communities. In many cases the teacher has 
to scrub the school buildings before school can be opened in Sep- 
tember. No fault can be found with them for failing to clean up 
and keep clean the dilapidated and filthy privies found on rural 
school lots. This is distinctly a matter to which boards of educa- 
tion should attend 

No matter how hard the teacher may work to cultivate the love of 
cleanliness, the desire for sanitary conditions and the joy of beau- 
tiful surroundings, results will be practically nil if the actual con- 
ditions give her teaching the lie. Proper and close supervision 
wt>uld, within a very short time, eradicate all the worst cases. At 
the present time in many districts there is no one person who re- 
gards it as his particular business to see that the school plant is 
kept in good shape at all times 

Care of grounds 

Of the one room township school grounds visited, 86% are cleaned up at 
least once annually. Of these about half were cleaned by the director 
personally. Hired labor, the teacher, the teacher and pupils, and board 
members did the work in other cases 

Care of building 

Of the 592 one room township school rooms visited the floors were in 
poor condition in 29.3%, in fair condition in 46.3%, and in good con- 
dition as to wear and tear in 24.4% 

Although so many floors are insufficiently scrubbed only 11.6% of the 
township schools visited used non-drying oil on the floors. Where 
janitor work is thoroughly done, and floors are in excellent condition. 



i86 



OHIO STATE SCHOOL SURVEY REPORT 



or where a good sweeping mixture is used, oil may be unnecessary. 
But where there is insufficient scrubbing and surfacing of the floors, 
non-drying oil is the only remedy for dust. By insisting that the oil be 
rubbed in and not thrown on, and that no oil be applied in the imme- 
diate vicinity of the teacher's desk, experience has demonstrated that 
the objectionable features connected with the use of oil are practically 
eliminated 

The use of non-drying oil in large buildings undoubtedly increases the 
fire risk ; but in one-room school houses the danger is negligible. The 
State Department of Workshops and Factories is considering a change 
in the regulations allowing the use of non-drying oil in one room school 
buildings 

The use of a good sweeping mixture not only keeps down the dust while 
sweeping but leaves a thin layer of dust-catching material on the floor. 
Only 5.2% of one room township, 43.8% of centralized township, 
'].']% of special district and 52.3% of village schools visited used any 
sweeping mixture 

Nearly 4% of the one room township schools were reported as never 
scrubbed, 68% as scrubbed but once a year, and less than 5% as 
scrubbed oftener than 4 times a year. Thirteen special district 
schools visited made a similar showing 

Of the one room township schools 57% were swept daily. Of the 13 
village schools inspected all were swept daily. Out of 614 elementary 
schools of all kinds 73 were swept only once a week or less 

MEANS OF DUST PREVENTION 
Reported by teachers in attendance at teacliers' institutes in 1913 



Township 


Special 
District 


Village 


One Room Centralized 


Number of schools reporting 2773 208 


202 


3042 



Dust prevention 




Percents 




None 


66 . 1 


39.5 39.6 

32.2 31.7 

28.3 28.7 


16 7 


Floors oiled 

Sweeping mixture used 


21.0 
12.9 


44.5 
38.8 



THE PHYSICAL PLANT 



187 



DUSTING 





Township 


Special 
'District 


Village 


High 




One Eoom Centralized 

1 


School 


Number of schools 
visited 


1 
592 1 17 

497 1 15 


13 

12 


13 

13 


22 


Number of schools 
reported on 


20 


Dusted 


Percents 


Daily 


61.2 

29.4 

6.2 

3.1 

15 


68.7 
20.0 
13.3 


58.3 
41.7 


92.3 

7.7 


75.0 


Twice a week 

Once a week 


25.0 


Less than once a week 








Actual number dusted 
less than once a 
week 























KIND OF DUSTERS 





Township 


Special 
'District 


Village 


High 




1 One Room Centralized 


School 


Number of schools 
visited 

Number of schools 
reported 


592 17 

1 
1 575 1 16 


13 
12 


13 
13 


22 
20 



Usinj 



Percents 



Yam duster. . . 


1 

1 

1 


3.0 
67.6 
24.2 

4.0 
11.0 

63 


12.5 
25.0 
31.3 
12.5 
31.3 

5 




38.5 
53.8 
15.4 
30.8 
23.1 

3 


20 


Dry cloth 

Damp cloth . . . . 


91.7 1 
16.7 1 
8.3 


40.0 
35.0 


Treated cloth 




25.0 


Feather duster 


using 
eather | 
1 


40.0 


Actual number 
the deadly f 
duster 




1 

1 

1 


8 



*Percentages do not total 100% because in some schools more than one 
kind of duster is used 



OHIO ^ATE SCHOOL SURVEY REPORT 



Sanitary Dust Prevention 

Mporttfrom 6ZZ5 Ttachers at Teacfiers'InstituUs,1^13 
ONE ROOM TOWNSHIP 



CENTRAI.IZEP OR CONSOLIDATED 




VILLAGE, CITY AND HIGH 



No sanitary dust prevention. 



SCRUBBING 



Township 


Special 
District 


Village 


One Room Centralized 


Number of schools visited 592 17 

Number of schools reported on. . 559 10 


13 
13 


13 

12 



Scrubbed 

Never 

Once per year 

Twice per year 

Three times per year. 
Four times per year. . 



Percents 



3.7 
68.2 
20.0 

3.2 

4.8 



60.0 I 76.9.. 
2.3!i 



10.0 
30.0 



33.3 

16.7 
16.7 
33.3 



THE PHYSICAL PLANT 



SWEEPING 





Township 


Special 
■District 


Village 


High 




One Room 


Centralized 


School 


Number of schools 
visited 


592 
574 


17 
14 


13 
13 


13 
13 


22 


Number of schools 
reported on 


21 


Swept 


Percents 


Daily 


57.7 57.1 
30.7 35.7 
11 7.1 


76.9 


100. 


81.0 


Twice a week 


19.0 








Less than once a week 


.7 




23.1 













PAY OP TEACHERS FOR JANITOR WORK IN ONE ROOM TOWNSHIP 

SCHOOLS 





Number 

of 
Teachers 


Number 

Reported 

on 


Percent receiving per month 


Number 


Teachers in 


More 

than 

12 


$2 


Less 
than 

$2 


Nothing 


Receiving 
No Pay 
(Illegal) 


One room town- 
ship schools. . . 


353 


322 


20.2 


37.3 


40.1 


2.4 


8 



190 



OHIO STATE SCHOOL SURVEY REPORT 



CLEANLINESS OF PRIVIES 
Scrubbing 





Township 


Special 
District 


Village 


High 




One Room 


Centralized 


School 


Number of schools 
visited 


592 
433 


17 
13 


13 
12 


13 

12 


22 


Number reported on.. 


17 


Scrubbed 


Percents 


More than once a year 
Once a year 


13.5 
65.5 
21.0 


53.8 
30.7 
15.4 


16.7 
66.6 
16.7 


83.4 
8.3 
8.3 


64.7 
35 3 


Never 









PRIVIES CLEANED OUT UNDERNEATH 





Township 




Special 
■District 


Village 


High 




One Room 


Centralized 


School 


Number of schools 
visited 

Number of schools re- 
ported on 


532 
361 


17 
6 


13 
8 


13 
9 


22 
10 






Cleaned 








Percents 






More than once a year 

Once a year 

Never 


3.1 
63.4 
33.5 


16.7 
66.6 
16 7 


50.0 
25.0 
25.0 


44.4 
44.4 
11.2 


40.0 
60.0 







THE PHYSICAL PLANT 



191 



INSPECTION OF PRIVIES 
Percent inspected by teacher 





Visited 
Number 

of 
Schools 


Number 

of 
Schools 
Reported 

on 


Once or 
More 
Per 

Month 


Less than 
Once a 
Month 


Never 


One room township 


592 


202 


31.7 


43.1 


25.2 



Constructive sugg:estions 

County superintendents, district superintendents, inspectors con- 
nected with the office of the state Superintendent of Public In- 
struction, and the state Superintendent of Public Instruction should 
be authorized to prosecute directly, without appeal to the county 
commissioners, members of boards of education who allow the 
schools under their charge to become unsanitary or in any way 
dangerous to the morals, physical health or safety of children 

The state Superintendent of Public Instruction should be authorized 
and required to set up and issue minimum requirements as to the 
physical plant of the school and its care 

All plans for new school buildings should require the signed approval 
of the state Superintendent of Public Instruction before being ac- 
cepted by the Department of Inspection of Workshops and Factories 

The office of the state Superintendent of Public Instruction and the 
Department of Inspection of V/orkshops and Factories should co- 
operate closely, the employees of each department being regarded 
as the agents of the other department for the purpose of enforcing 
all laws dealing with school grounds, school structures and proper 
care of school plants 



X CARE OF HEALTH OF PUPILS 



Conditions found in the field survey 

Chapters VIII and IX and XV throw a great deal of light on the 
attitude of boards of education toward the necessity for sanitary 
conditions in the schools. Owing largely to the uneven distribu- 
tion of professional supervision there are great differences between 
communities, equally well able financially to afford the very best 
in the way of sanitary appliances, care of school buildings and 
healthful surroundings of the school site. The best and the worst 
practice are often found side by side. There is no valid reason why 
sound practice should not prevail everywhere 

Of the one room township schools inspected 46.9% had no wells. 
Drinking water in these schools had to be carried sometimes for 
very long distances 

In 6 schools the privies were less than 30 feet from the dug wells 
which supplied the school with water 

Of 2og wells inspected in September and October only 5 were reg- 
ularly tested 

Nearly 13% of 300 wells inspected during the survey had been con- 
taminated at some time to the certain knowledge of residents of the 
districts 

Two school wells were located near cemeteries. In i of these schools 
I boy was away with typhoid fever and another was ailing 

The sanitary condition of privies in general are fully set forth in 
Chapters VIII and IX 

Only 3% of the township schools visited had any form of medical in- 
spection 

No township, special district nor village school visited had the ser- 
vices of a school nurse 

Only I school reported having a regular school physician 

(192) 




Adenoids are as undesirable in the country as in the city 



CARE OF HEALTH OF PUPILS I93 

Nine one room township schools, i centralized school and i special 
district school examined children for defective vision 

No school gave children a thorough physical examination 

Out of 109 schools where text books were examined, text books were 
in good sanitary condition in 31, fair in 58 and poor in 20. In 2 
schools books were fumigated annually 

The care of the school buildings themselves is treated in full in Chap- 
ter IX 

Danger of Infection from Water 
among Township Schools 

cases ot KNOWN CONTAMINATION 



\Proportion of cases of YC^Q^^ contamination(12'for 54case^ 

Preventive Measures TaKen 



WProportion where tests of water are not regularly made (^dfc) 
^Proportion where tests are redularly raade [2, ^o) 

A study of health regulation in high schools was attempted, but ow- 
ing to the absence of any work along this line in most schools, and 
the absence of records in nearly all, the data collected were insuffi- 
cient to throw any light on the situation 

The practice in cities and many villages is far in advance of that of 
the rural schools 

There is no valid reason why all boys and girls attending rural and 
village schools should not have their health effectively safeguarded. 
The following pages as well as the experience of other states, show 
that the healthful conditions of country and village life are not 
sufficient to counteract the absence of health precautions in rural 
and many village schools. The common belief that practically all 
country school children are healthy is not borne out by facts. 
Cases of anemia, adenoids, etc., were frequently observed by the 
surveyors 

13 s. s. 



194 OHIO STATE SCHOOL SURVEY REPORT 

A comparison of the results of expert and inexpert 
pliysical examination of children 

The accompanying table and discussion give the results of an effort 
to solve the questions: "How accurate may the rural school 
teacher be in detecting physical defects among the school children, 
and would a modified system of health grading, carried on by the 
pupil and teacher, be practicable in localities where medical and 
dental inspection of school children can not be provided because of 
lack of funds?" The study was made with the aid of a questionnaire 
based, with slight modifications, upon Hoag's health grading 
outline (Leland Stanford Jr., University) 

This study was made possible only by the active cooperation of Dr. 
E. F. A/[cCampbell, Secretary of the State Board of Health ; Super- 
tendent C. W. Darby, of the Plain Township Schools; the Board of 
Education of Plain Township, and the medical and dental officers 
and practitioners mentioned below. The report made by these gentle- 
men is given with but very slight modifications 

In November, 19 13, the pupils and teachers of the Plain Township 
School District of Franklin County filled out the questionnaire. This 
district includes a high school of 50 pupils, a grammer school of 19 
pupils, and a primary school of 35 pupils, located within the village, 
and 6 rural schools averaging from 13 to 22 pupils each, located 
within a radius of 3 miles of the village. The village of New 
Albany itself has approximately 250 inhabitants. Physicians, and 
later, dentists, representing the State Board of Health, made 
medical examinations of these children during the 10 days follow- 
ing the teachers' observations. The medical examinations were 
carried on by Dr. E. R. Hayhurst and Dr. F. G. Boudreau, of the 
regular staff of the State Board of Health. The system of medical 
examination which the physicians used was the same in all respects 
as that reported in the November issue of the Bulletin of the Ohio 
State Board of Health, based upon the 3 years' experience of one of 
the physicians 

Because of the great frequency of carious teeth, and the likelihood of 
physicians overlooking them in their cursory examination. Dr. 
Homer C. Brown, Member of the State Board of Health and 
President of the National Dental Association, and Dr. F. R. 
Chapman, Secretary of the Ohio State Dental Society, made an 
examination later of the teeth and mouth conditions. In order to 
make a comparison between the physicians' findings as accurately 



CARE OF HEALTH OF PUPILS 



195 









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196 OHIO STATE SCHOOL SURVEY REPORT 

checked up by dentists, 112 cases were, subsequent to the phy- 
sicians' examination, re-examined by Dr. Brown and Dr. Chapman. 
In addition, the dentists made the only examinations of teeth in 
the cases of 71 pupils. Hence in the table the physicians report 
on only 141 of the 212 children, and of this number the dentists re- 
checked 112 

Explanation of the table 

In the 2 columns headed "Physicians' Findings", the first shows 
the actual number of cases needing treatment, and the second, the 
respective percentages 

The column headed "Recommended by Teachers" gives the number 
of cases which the teachers recommended for an examination by a 
physician. In each of these cases the teachers had checked (this 
means in a negative sense, implying a defect) one or more of the 
questions listed on the questionnaire regarding defects 

The columns headed "Teachers' Recommendations Correct" show 
the number of times the physicians and teachers agreed upon 
identical cases. The "per cent" column here shows the actual 
degree of accuracy of the teachers as to the given defects or 
conditions named 

The 3 columns headed "Teachers' Recommendations Wrong" show : 
in the first column, the number of cases which teachers recom- 
mended for treatment under the head of each defect, where 
the physicians could find no such defect worthy of attention ; in 
the second column, the per cent of wrong recommendations ; in the 
third column, the number of cases which needed treatment for 
other conditions. For instance, in the case of teeth, the teachers 
recommended 16 children for examination whose teeth required no 
treatment, but 10 of these were in need of treatment for other 
defects 

It will be seen that in all cases the teachers' responses to the ques- 
tionnaire resulted in their recommending for examination for each 
defect or condition, a great many more cases than were actually in 
need of attention, hence their chances of including the proper cases 
were good. However, it is seen that in spite of the large number 
so recommended, they missed specific defects in from 18.1% (cases 
of nasal obstruction) to 52.6% (cases of malnutrition) while they 
missed defective teeth, eyes, tonsils and hearing cases in from 
25.4% to 48.3% of such cases 



CARE OF HEALTH OF PUPILS I97 

Teeth 
In the case of teeth, the physicians reported upon 138 cases, finding 
55» or 39.86%, requiring treatment for carious conditions. In 112 

cases where the physicians were checked up by the dentists, the 
formers' recommendations that 38 of the cases needed a dentist's 
attention were right in 37 instances, whereas the dentists found 
by their usual methods, 55 additional cases of caries, and also noted 
30 cases of bad mouth conditions, as well as 33 cases in which the 
condition of the gums was bad. By use of the questionnaire the 
teachers specified 85 of the 138 cases as needing attention. This 
does not include those children checked for answer to question 
No. 4, "Does the child use a tooth brush every day?" Of those 
specified by the teachers, 74.54% were, in the opinions of the 
physicians, in need of treatment, 16 cases, or 25.46% of the tooth 
cases were missed as such by the teachers although they would 
have sent 15 of these children to the physicians for other sug- 
gestive symptoms or defects. Including teeth and all other defects, 
therefore, the teachers recommended sending 54 of the 55 defective 
tooth cases to the physicians 

Eyes 

Physicians detected, by means of the Snellen Eye Chart, 45 cases, or 
21.22%, who were in need of an oculist. Because of the limitation 
of this method, they unquestionably missed a certain number of 
cases of hypermetropia (far sight). The physicians agreed that 
every one of the 88 cases recommended by the teachers needed an 
oculist's examination. This does not imply, of course, that they 
were in need of treatment. However, the teachers failed to detect 
21 cases, or 46.7% of myopia (near sight). For eyes and all other 
conditions, the teachers recommended sending to the physicians 
43 of the 45 eye cases, in 19 of which the teachers failed to note 
the defective vision, but detected other symptoms or signs, in many 
cases secondary to defective vision. The physicians included in 
their figures, not only cases with less than 20/20 (normal) vision, 
but cases in which the child missed i or 2 letters in the 20/20 linn 
of the chart 

Tonsils 

With tonsils the teachers had no direct means of indicating in the 
questionnaire a diseased condition of these structures, hence it is 
quite remarkable that they named indicative symptoms in 51.7% 
of the cases, although only 15 of the 50 cases which they specified 
were correct 



198 OHIO STATE SCHOOL SURVEY REPORT 

Malnutrition 
Under malnutrition the teachers, in response to the questions, 
"Healthy appearing?" "Color good?" specified 49 cases, of which 
number only 9 were correct while 10 others were missed entirely 

Glands 

Under glands the teachers had no direct questions, but they specified 
teeth, ear, nose and throat symptoms in each of the 13 cases having 
glands needing treatment 

Nasal obstruction 

The teachers specified 46 cases of nasal obstruction, 9 of which were 
found to need nasal treatment, while 2 others were missed entirely. 
It is probable that most of the cases which they specified were 
cases of more or less frequent colds, although they specified mouth 
breathing or nasal voice in each of these cases. A considerable 
number of these also, were cases of high palates in older children 
who were past the time when treatment could be of any service to 
them 

Hearing 

The physicians found but 5 cases of hearing in which the watch test 
showed a defect in one or both ears. The teachers included 3 of 
these 5 in the total of 69 cases for whom they marked the question- 
naire on hearing. Undoubtedly, the set of questions here were a 
little too broad, such, for instance, as "Has the child a good ex- 
pression? (Not expressionless)", "Does the child spell fairly 
well?", "Does the child read fairly well?", "Does the child answer 
questions without first saying 'what'? (Not stupid)", "Is the child 
free from any peculiar postures which might indicate defects?" 

Heart 

Under heart conditions the physicians specified 3 cases which needed 
further observation. Of course, the method of examination could 
detect only the most glaring cases. The teachers had no direct 
questions upon this defect, but it may be considered that in their 
responses to the questions under general appearance, mental and 
nervous conditions, they fully included most of the possible heart 
cases 

Pulmonary 

No pulmonary (lung) defects were detected but the physicians*^ 
means of diagnosis were limited 



' CARE OF HEALTH OF PUPILS I99 

Thyroid gland 

The teachers had no direct questions as to the presence of a diseased 
thyroid gland. The physicians detected at least 3 which they con- 
sidered worthy of further observation, in all of which the teachers 
noted significant symptoms 

Orthopedic 

The truly orthopedic cases (deformities) were only 4 in number, all 
of which were included by the teachers. However, the questions 
under the head of "General Appearance", such as "standing 
posture?" "sitting posture?" "shoulders even?" "ankles straight 
when walking?" were of course very broad 



Mentality 

As to mental condition, the physicians, of course, could only surmise, 
although in 6 instances they detected in their examinations cases 
which they considered mentally defective. The rather broad 
questions put to the teachers under this heading caused them to 
specify 54 cases, including 4 of the 6 which the physicians noted. 
The teachers' opinions should, however, be given much more atten- 
tion than the physicians' in these cases, because of their opportunities 
for prolonged observation 

Nervous conditions 

The same statements mentioned under mental conditions may be 
applied almost exactly to nervous conditions. The physicians here 
detected 7 cases, while the teachers specified 135, including 6 of 
the 7 which the physicians noted 

Summary 

Of the total of 212 children, the physicians found 154 in need of 
treatment for some physical defect, while 43 others had minor 
troubles not requiring treatment, or those in which damage had 
already been done, and the cause of the damage had disappeared. 
Of the total number of defective children, 54, or 25.47%, had de- 
fective teeth only, hence there were 100 cases, or 47.17%, with 
physical defects other than bad teeth 

The physicians found 15, or 7.26%, who were normal in every respect. 
The teachers also specified 15 cases as free from all defects, but the 
physicians found that in 14 of the teachers' cases, or 93-7%, there 
were defects needng treatment 



200 OHIO STATE SCHOOL SURVEY REPORT 

General conclusions 

1 Some of the questions included in the questionnaire to the teachers 
were a little too broad, thus permitting- the inclusion of some cases 
which were free from the defects suggested by the teachers' 
answers 

2 In spite of the latitude given the teachers, they failed, in approxi- 
mately 50% of instances, to specify particular defects 

3 As a result of the teachers' methods of deduction, 92.74% of all 
the children needed a medical examination. They missed 6.6% 
of the defective cases. These figures show that 99.34% of the 
children required a medical examination in order to discover the 
cases actually needing treatment 

4 Whereas, only 50% of the teachers' recommendations for examina- 
tion for specific defects were correct, still, in the ensemble of all 
defects for each child, the teachers were able to detect the children 
needing medical examination (not necessarily treatment) in 93.7% 
of all instances 

5 While, in detecting the children with defects, the teachers were 
correct in about 50% of the cases as stated, yet in specifying 
normal children, they were wrong in 93.3% of instances 

6 As might be expected, the teachers differed in accuracy of observa- 
tion in the case of physical defects, and in opinions in the case of 
mental or nervous defects. Evidently some teachers actually ex- 
amined the teeth, for instance, for their responses were quite 
accurate in this respect. One teacher checked ocular defects in 
almost every case (the school room lighting was the same as in 
the other schools), while a couple of others noted pronounced 
peculiarities of a nervous type in almost every child. As none of 
the teachers had received any training in making physical exam- 
inations, good courses in child hygiene and methods of making 
physical examinations would undoubtedly greatly increase the 
efficiency of physical examinations by teachers 

7 In the opinion of the medical men who conducted the survey, this 
study demonstrates that without the assistance and advice of a 
competent medical examiner and without the careful training of 
teachers in making physical examinations, the method of teacher 
examination would be open to grave dangers. Pupils would be 
recommended to be examined for some particular defect which 
might not exist, the symptoms being traceable to some other 



CARE OF HEALTH OF PUPILS 201 

source. Thus pupils might be recommended for examination for 
vision, when the teeth or some other part were at fault. With the 
advice and assistance of a regular medical examiner, however, to 
correlate and classify the teachers' findings, a system of inspection, 
based upon the teachers' observations of the pupils, could be 
utilized to good advantage in districts where it is a financial im- 
possibility to do more 

Recommendations 

The recommendations for the physical examination of school children 
in rural districts which desire to take up the work based on these 
limited studies, are as follows : 

1 Teachers in actual service should be given a series of lectures, 
with demonstratons, or a short, concise treatise on the relation- 
ship of mental, nervous or physical peculiarities to certain physical 
defects. A short course of such instruction should be given in 
every school curriculum, beginning at least with the high school, 
and in every school for the professional training of teachers 

2 A questionnaire similar to the one used, with a few changes, will 
suffice to find 50% of the cases needing attention 

3 At least a week or more should be taken by the teachers in ob- 
serving each child before drawing conclusions and recommend- 
ing a physical examination 

4 Since all specific defects require certain definite, though simple, 
methods of diagnosis, the suspected case, whenever possible, 
should be brought to the attention of a medical examiner experi- 
enced in this special line of work or of the family physician 

It is the belief of the medical men who conducted the survey that 
I competent medical examiner could cover all the rural schools in 
the average county at least once, and perhaps twice, in a school year 

Where funds are not available for the employment of a medical man, 
or where the employment of such an officer is not desired by school 
patrons, health studies made by the children themselves and by 
parents and teachers in cooperation, constitute a step in the right 
direction. Teachers, however, must have careful instruction in 
health work, or the numerous errors due to unskilled examination 
will tend to throw the whole movement into disrepute 



XI RECORDS, REPORTS AND STATISTICS 



Conditions found in field survey 

Visits of parents and supervising officers were recorded in 44.1% of the 
schools visited, but in none are the lengths of such visits recorded 

All schools recorded absence and 81.8% of the schools recorded tardi- 
ness, but only 33.3% of the schools recorded causes of absence and 
only 20.0% causes of tardiness 

Of the 520 one room township schools reported on, 73 made reports to 
the superintendent, 392 to the clerk of the board of education, 21 to 
both of them, 10 to the truant officer, i to the clerk of the board and 
the truant officer, i to the county clerk and 22 sent reports to no one 

Monthly reports were made in 290 schools, annual in 114, both monthly 
and yearly in 32, more often than monthly in 9, less often than monthly 
but more frequently than yearly in 27, "when necessary" in 3, and 
none in 22 schools 

Of the one room township schools visited 56.4% indicated in the record 
children entering school for the first time. This throws an interesting 
side light on the statistics under this head issued by the state Depart- 
ment of Public Instruction; (See page 24.) Of the one room town- 
ship schools visited, 37.9% recorded the causes of dropping out of 
school for the last time 

Continuous pupil record cards are reported in 38% of the schools visited. 
Forms of cards submitted, however, show that in many cases this is 
due to a misunderstanding. Usually the records are continuous for 
one year only. Few schools keep on one card or sheet a continuous 
record of each child for his whole school career 

The eight month contract with the teacher is the rule in one room town- 
ship schools, but 2 teachers reported seven month contracts, and 4 
shorter than i year. Not one reported a contract longer than a year 

Over 98% of the township teachers report being hired by the board of 
education ; only 6 teachers were hired by superintendents 

Over 34% of the one room township teachers had no written contracts 

(202) 



RECORDS, REPORTS, STATISTICS 



203 



Supervision and visiting 

The 592 township schools inspected during the survey reported the fol- 
lowing for the year 1912-1913 : 

63 visits to 52 schools by state inspectors 

753 visits to 132 schools by school superintendents 

208 visits to 92 schools by teachers 

3,299 visits to 394 schools by other adults, including parents 

A public examination day for patrons is either rarely observed or slimly 
attended. Forty-four schools reported 11 59 visits on examination day 
in 1912-1913 

Last year's school register was in the school room in 81% of the cases, 
at the teacher's home in 13%. of the cases, mislaid or lost in 6% of 
the cases 



Enrollment and attendance 

MEMBERSHIP AT TIME OF INSPECTION 



• 


Township 


Special 
District 


Village 




One Room 


Centralized 


Number of classrooms visited... 

Number of classrooms reported 

on 


592 

578 


26 

1? 


13 

12 


25 

18 


Present membership 




Percents 




Less than ten 


8.5 
21.1 
24.2 
46.2 




8.3 
8.3 

16.7 
66.7 




Ten to fifteen 






Fifteen to twenty 

Twenty or over 


17.6 
82 4 


16.7 
83.3 



204 



OHIO STATE SCHOOL SURVEY REPORT 



AVERAGE ATTENDANCE 





Township 


Special 
District 


Village 




One Room 


Centralized 


Number of classrooms visited . . . 
Number classrooms reported on. 


592 
526 


26 
17 


13 
12 


25 
15 


Average attendance 


Percents 


Less than five 


1.3 
14.1 
26.8 
24.5 
33.3 








Five to ten 




16.7 




Ten to fifteen 


5.9 
11.7 
82.4 


13 3 


Fifteen to twenty 

Twenty or over 


25.0 
33.3 


13.3 
74 4 







Constructive suggestions 

Uniform records and reports should be issued to all school districts 
and all county auditors by the Bureau of Efficiency and Economy 
of the office of the state Superintendent of Public Instruction. All 
school districts should be required to use the prescribed forms. 
Training courses for teachers should give instruction to teachers as 
to the importance of educational statistics and as to methods of 
efficient reporting 



XII SLOW PROGRESS, OVERAGE, NON-PROMO- 
TION AND »« DROPPING OUT'' IN THE 
ELEMENTARY SCHOOLS 



Study of grade VIII pupils in the various kinds of 
elementary schools 

In every school visited during the survey, an attempt was made to 
get the facts v^ith regard to the age and progress of pupils in grade 
VIII. So few schools had continuous pupil records and so few 
had retained the same teacher for more than 2 or 3 consecu- 
tive years, that figures at all reliable could be obtained for only 
34 township schools out of 592 inspected. The results were little 
better for centralized and village schools. It was possible to get 
figures from 50% of these schools but they were so incomplete on 
account of lack of adequate records as to destroy their value for 
statistical purposes 

It is essential that school administrators should know, not for com- 
parative purposes, but for purposes of local administrative effi- 
ciency, just what pupils are overage or underage, slow or rapid in 
progress, and why pupils are overage or slow in progress. For 
this purpose every teacher should keep a continuous class record 
of the age and progress of pupils constantly up to date, i copy 
of such record being sent to the superintendent at the end of each 
year or term and another to the teacher who is to receive the 
majority of the pupils at the beginning of the next term or year. 
These records should be made the bases of continuous reclassifi- 
cation of pupils according to their degrees of ability to make prog- 
ress. Such a system will assist teachers and supervisors to look 
upon children as individuals requiring individual treatment 

At the beginning of next year the office of the state Superintendent 
of Public Instruction should issue suitable blank forms with the 
necessary directions, so that a start can be made at once to meas- 
ure overageness, slow progress, and dropping out of school, and to 
discover the causes of these conditions to the end that there may 
be the greatest possible conservation of human material 

(205) 



2'06 



OHIO STATE SCHOOL SURVEY REPORT 



Studies of schools in Cincinnati, Columbus and Dayton 

By cooperation between Superintendent Condon of Cincinnati, As- 
sistant Superintendent Roberts and Director Miles of the Cincinnati 
Bureau of Municipal Research and by the aid of Cincinnati teachers, 
a city wide preliminary survey was made covering rate of prog- 
ress, relation of age to grade, dropping out of school and their 
causes. As continuous pupil record cards had been in use in Cin- 
cinnati for less than 8 years, a full progress study was impossible. 
The standard of normal age adopted regarded a child as normal 
who entered the first grade between the ages of 6 and 7. Any 
child who completed the year's grade in June, 1913, was regarded 
as having made normal progress for that year. A full report of the 
study was issued by the Cincinnati Bureau of Municipal Research 
in August, 1913 

A similar study was made in Columbus through the cooperation of Su- 
perintendent Shawan and Miss Margaret Sutherland, principal of the 
Columbus Normal Training School. The summaries were made by 
students of the normal school under the direction of the survey ofltice. 
The summary of the findings is to be submitted to the Columbus su- 
perintendent of schools 

In Dayton the material was gathered through the cooperation of Superin- 
tendent Brown and the summaries were made by Arch Mandel and 
C. O. Dustin of the Dayton Bureau of Municipal Research 

The following tables show some of the findings of the Cincinnati and 
AGE TABLE, CINCINNATI 



Grade 



Younger than 
Normal 



No. 



% 



Normal 



No. 



% 



Older than 
Normal 



No. 



% 



Total 



No. 



% 



I ... 

II ... 

III ... 

IV ... 
V ... 

VI ... 

VII ... 

VIII ... 

Total 



592 
409 
298 
298 
233 
224 
226 
240 



2,960 

1.823 

1,467 

1,342 

1,095 

890 

867 

786 



53 
42 
33 

32 
27 
26 
31 
35 



2,520 



11,230 



36 



1,992 


36 


5,544 


2,161 


49 


4,393 


2,626 


60 


4,391 


2,503 


61 


4,143 


2,781 


68 


4,109 


2,280 


67 


3,394 


1,745 


61 


2,838 


1,229 


54 


2,255 


17,317 


56 


31,067 



100 
100 
100 
100 
100 
100 
100 
100 



100 



SLOW PROGRESS AND OVERAGE 



207 



AGE TABLE, DAYTON 





Younger than 


Normal 


Older than 








Normal 




Normal 


Total 


Grade 














No. 


% 


No. 


% 


No. 


% 


No. 


% 


I 


309 


13 


1308 


58 


655 


29 


2272 


100 


II 


203 


12 


906 


54 


579 


34 


1688 


100 


Ill 


188 


11 


823 


46 


765 


43 


1776 


100 


IV 


168 


10 


621 


39 


817 


51 


1606 


100 


V 


181 


13 


475 


35 


712 


52 


1368 


100 


VI 


152 


13 


439 


37 


601 


50 


1192 


100 


VII 


166 


15 


430 


39 


508 


46 


1104 


100 


VIII 


112 


14 


334 


44 


317 


42 


763 


100 


Total . . . 


1479 


13 


5336 


45 


4954 


42 


11769 


100 



AGE TABLE, DAYTON 

Five Upper Grades of Patterson School 
(Promotions Every 6 Months) 



Younger than 


Normal 


Older than 








Normal 




Normal 


Total 


Grade 














No. 


% 


No. 


% 


No. %i 

1 


No. 


% 


IV— B . . 


10 


44 


7 


30 


6 


26 


23 


100 


A.. 


34 


49 


10 


14 


26 


37 


70 


100 


V— B.. 


7 


22 


12 


37 


13 


41 


32 


100 


A.. 


24 


56 


4 


9 


15 


35 


43 


100 


VI— B.. 


10 


29 


6 


18 


18 


53 


34 


100 


A.. 


28 


56 


8 


16 


14 


28 


50 


100 


VII— B . . 


17 


41 


8 


20 


16 


39 


41 


100 


A.. 


11 


29 


12 


32 


15 


39 


38 


100 


VIII— B.. 


8 


21 


8 


21 


22 


58 


38 


100 


A.. 


19 


36 


13 


24 


21 


40 


53 


100 


Total.. 


168 


40 


88 


21 


166 


39 


422 


100 



208 



OHIO STATE SCHOOL SURVEY REPORT 



PROGRESS TABLE, CINCINNATI 





Time in Grade on June 20, 1913 


Grade 


Less 

than 

Normal 


Normal 


More than Normal 






i year 
or less 


1 year 
or less 

but 
over ^ 


1^ year 
or less 

but 

over 1 

year 


2 years 

or less 

but 

over 11^ 
years" 


2^ years 
or less 

but 
over2 
years 


3 years 
or less 

but 
over 21 
years 


Over 3 

years 


Total. 


I 

II 

Ill 

IV 

V 

VI 


331 
176 
124 
101 
102 
139 
55 
61 


4,103 
3,621 
3,709 
3,562 
3,599 
3,043 
2,677 
2,130 


146 
36 
33 
32 
17 
19 
7 
6 


910 
551 
505 
442 
390 
193 
99 
58 


14 

5 

12 


38 
3 
5 
6 
1 


2 
1 
3 


5,544 
4,393 
4,391 
4,143 
4,109 
3,394 
2,838 
2,255 


VII 








VIII 
















Total.... 


1,089 


26,444 


296 


3,148 


31 


53 


6 


31,067 


Percents 


4 85 


n 


100 



PROGRESS TABLE, DAYTON 





Time in Grade on June 20, 1913 


Grade 


Less 

than 

Normal 


Normal 


More than Normal 






J year 
or less 


1 year 
or less 

but 

over|^ 

year 


1^ year 
or less 

but 

over 1 

year 


2 years 
or less 

but 
over IJ 
years 


2^ years 
or less 

but 
over 2 
years 


3 years 
or less 

but 
over 2^ 
years 


Over 3 
years 


Total 


I 

II 

Ill 

IV 

V 

VI 

VII 

VIII 


60 
30 
40 
41 
36 
20 
13 
14 


1917 
1547 
1605 
1440 
1247 
1127 
1068 
718 


41 

30 

21 

14 

7 

4 

3 

1 


115 
39 
40 
48 
46 
31 
10 
29 


11 
1 
5 

18 

2 


112 

41 

64 

41 

30 

8 

9 

1 


16 

i 

4 
2 

i' 


2272 
1688 
1776 
1606 
1368 
1192 
1104 
763 


Total . . 


254 


10669 


121 


358 


37 


306 


24 


11769 


Percents 


2 


91 


7 


100 



SLOW PROGRESS AND OVERAGE 



2og 



PROGRESS TABLE, DAYTON 
For Upper Grades of Patterson School 
(Promotions every 6 months) 





Time in Grade on June 20, 1913 


Grade 


Less 

than 

Normal 


Normal 


More than Normal 






J Sem. 
or less 


1 Sem. 

or less 
but 
over 

iSem. 


1} Sem. 
or less 

but 
over 1 

Sem. 


2 Sem, 
or less 

but 
over IJ 

Sem. 


2,^ Sem. 
or less 

but 
over 2 

Bern. 


3 Sem. 
or less 

but 
over 2^ 

Sem. 


Overs 

Semes- 
ters 


Total 


IV — B . . . 




23 
65 
32 
39 
34 
50 
41 
38 
37 
43 












23 


A. . . 


3 




2 








70 


V— B . . . 








32 


A. . . 




4 










43 


VI— B . . . 












34 


A. . . 














50 


VII— B . . . 




1 








41 


A. . . 












38 


VIII — B . . . 


1 










38 


A. . . 


10 










53 

















Total. . . 


4 


402 


14 


2 








422 












Percents 


1 


95 


4 


100 



Summary 

In Cincinnati, which has annual promotions, Columbus, which has 
semi-annual promotions and Dayton, which uses both methods, it 
was found possible to make a study of age and progress, although 

2 of these cities have no system^ of individual continuous record 
cards for pupils and the other has had such a system in use only 

3 or 4 years. Even where it is impossible to make a scien- 
tifically accurate study, sufficient and sufficiently accurate facts can 
be obtained in any school system by the teachers themselves to 
assist materially supervisors and teachers to grade more closely, 
promote more frequently and save a larse annual loss to the com- 
munity not only in dollars, but in human energy 

The amount of time and energy consumed in such a study need be 
extremely small per individual if the work is properly distributed 
and supervised. Every school system should provide for the auto- 
matic transmission to the superintendent of schools of all the 
essential facts for each school and school room, at the end of each 
promotion period 
14 s. s. 



XIU SPECIAL STUDIES OF TOWNSHIP, VILLAGE 
AND SPECIAL DISTRICT HIGH SCHOOLS 



Studies of 22 typical high schools in township, special and village dis- 
tricts were attempted on the following topics: 

The relative efficiency of various types of elementary schools in pre- 
paring pupils for high school 
The records in first grade high schools of graduates of second and 

third grade high schools 
Health regulations in high schools 
Supervision in high schools 
Mortality in high schools 

Records were so meager in a majority of the schools visited that the 
material collected was entirely without value so far as it concerned the 
first 3 topics. The first 2 are of particular interest to school adminis- 
trators. The absence of adequate data at present provides an additional 
argument for the establishment of a state wide system of minimum 
uniform records and reports. The state Superintendent of Public 
Instruction and officers could get a better idea of the efficiency of 
schools from a study of carefully kept records of graduates, in school 
and out of school than by any system of examination. By this time 
next year a beginning should have been made on a state wide system 
of recording the facts regarding the graduates of all schools partly or 
wholly supported by the state 

Reports from 22 high schools in villages, special districts and townships 
give the following results as to how principals and superintendents 
spent their working day (In 15 cases the superintendent and principal 
were the same) 



C21C) 



SPECIAL STUDIES OF HIGH SCHOOLS 



211 



DISTRIBUTION OF SUPERINTENDENTS' AND PRINCIPALS' TIME BASED 
ON 2 DAYS PRECEDING DAY OF SURVEY 



Principal 



Superintendent 



Number reporting 



19 



20 



Number of 
Hours 



Percent 



Number of 
Hours 



Percent 



Time spent in office . . . 

Teaching 

Supervising — 

High school , 

Grades 

Athletics 

Conference — 

Teachers 

Students 

Parents 

School board 

Others 

Visiting homes 

Other school business. 

Total 

Average per day 



28.5 
181.8 

14.0 

20.3 

5.5 

13.0 
6.0 
1.0 
3. 
3.0 



10.2 
65.3 

5.0 
7.3 
2.0 



2.0 

278.1 

7.3 



.7 
100.0 



37.0 
176.8 

22.7 

32.8 

6.5 

20.0 
5.5 
2.5 
5.7 
1.5 
.3 
4. 
315.3 
7.9 



11.7 
56.1 

7.2 

10.1 

2.6 

6.3 

1.7 
.9 

1.8 
.5 
.1 

1.3 
100.0 



Reports from 13 typical high schools in townships, special districts and 
villages were full enough to throw some light on the question of mor- 
tality in high schools. At least the data are sufficiently suggestive to 
warrant the keeping in all high schools all records necessary for a 
state wide study of high school mortality 

The weak position of modern languages in the table given below is typical 
of small high schools everywhere. Latin in these schools has the 
right of way and through force of necessity French and German are 
apt to be crowded out entirely or to be so poorly taught as to lead to 
high student mortality 



2-12 



OHIO STATE SCHOOL SURVEY REPORT 



FAILURES BY SUBJECT OR GROUPS OF SUBJECTS IN 13 HIGH SCHOOLS 
IN TOWNSHIP, SPECIAL AND VILLAGE DISTRICTS 



Studies 


Net 
Enrollment 


Percent of net 
enrollment not 
finishing course 


Percent 
of Pupils 
who failed 


Percent 

of Pupils 

who passed 


Dropped Left 
Study School 




Percents 


English 


643 
738 
628 
420 
487 
29 


1.7 
1.2 
.9 
1.7 
4.7 
6.9 


9.1 
7.7 
6.5 
5.9 
5.5 
13.8 


3.4 

8.4 
3.3 
5.2 
8.8 
3.4 


86.2 


Mathematics 

Science 


82.7 
89.2 


History and civics.. 

Ancient languages. . 

Modem languages.. 

Manual training, 
sewing and cook- 
ing 


87.1 
80.9 
75.9 


Other subjects 


2 








100.0 











XIV LIVING CONDITIONS OF TEACHER 



One percent of the teachers in one room township schools received 
less than the minimum legal salary 

The most common salary for teachers in one room rural schools is 
$320 per annum — the legal minimum 

The most common salary for teachers in centralized, special district 
and village schools is $420 per annum or over 



SALARIES OF TEACHERS VISITED 





Tovi^nship 


Special 
District 


Village 




One Room 


Centralized 


Nirmbei- of teachers visited 

Number of teachers reported on. 


592 

585 


26 

22 


13 
13 


25 
22 


Salary per year 


Percents 


$280 


1.0 
40.5 
19.7 
15.0 
23.8 






$320 




15.4 




$320 to $360 






$360 to $420 


40.9 88.4 

59 1 4fi 9 


"n.k 

68 2 


$420 and over 











COST OP BOARD AND LODGING PER WEEK OF TEACHERS VISITED 





Township 




One Room 1 Centralized 


Number of teachers visited 


592 26 


Number of teachers reported on 


537 21 



Cost 


Percents 


Live with parents and pay nothing 


15.6 
12.6 

71.7 




61.1 


$2.50 or less 




Over $2.50 




38.9 



(213) 



2*14 OHIO STATE SCHOOL SURVEY REPORT 

With the exception of teachers in centralized schools, the majority of 
teachers paid more than $2.50 per week for board and lodging. So 
large a proportion of the teachers in centralized schools lived with 
their parents and either paid no board or only nominal board, that 
the percentage paying over $2.50 is much less than in the case of 
other schools surveyed. In this connection it is well to note that 
teachers must pay for board and lodging all the year round, al- 
though they receive but 8 or 10 monthly salary checks 

The salaries of 24.3% of township teachers were not paid to date 

31.5% of the township teachers interviewed lived in the districts where 
they taught, at least during the school week; 68.5% lived outside of 
the districts they served. 65.8% of the teachers lived with parents 
either inside or outside the district 

18.5% lived less than one-half mile from school; 12.0% lived one-half 
to one mile from school ; 69.5% lived one mile or over from school 

Thirty-four teachers reported that they could not get satisfactory 
board within one mile of the schools 

Nineteen teachers reported that they had no rooms where they might 
study and prepare work for school 

Only 4 teachers reported their boarding places unsatisfactory 

The conditions under which rural teachers are required to live go far 
to explain why so many rural teachers are not trained and why so 
few of them remain in the work more than 2 or 3 years. The 
problem of how to obtain and retain trained rural teachers is at 
bottom an economic one. Increased requirments for teachers must 
be accompanied by increased remuneration. This should be ac- 
companied by a state wide teachers' pension system, as in large 
areas of the state salaries will probably never be sufficiently high 
to enable teachers without assistance to save a competency for old 
age. If the nation finds it to its advantage to educate, and support 
while being educated officers for the army and navy and to liberally 
pension all officers after their years of service, it would surely be 
good policy for the state not only to contribute more to the expense 
of educating teachers, but to organize a state system of teachers 
pensions to the support of which teachers and state might both 
contribute 



XV OUTSIDE COOPERATION WITH RURAL 

SCHOOLS 



Why outside cooperation with rural schools 
was studied 

To learn what Ohio's rural school system is and how far it has come, 
the Survey Commission studied the teaching efficiency, legal pro- 
visions, methods of management and physical conditions. To 
learn in what direction it is headed and its self-propelling power, 
it studied the extent of public interest in rural school needs apart 
from taxpaying and voting, and the various methods by which such 
interest has been expressing itself. This part of the inquiry was 
conducted by Miss Elsa Denison of the New York Bureau of Munici- 
pal Research. Miss Denison is the author of a book entitled, "Help- 
ing School Children" 

Obvious as are the obstacles to continuous outside cooperation with 
rural schools, obstacles shrink before examples of outside helpful- 
ness like these : 

Farm Women's Clubs "scored" 37 rural schools and listed their 
needs; the Century Club of Chillicothe gives yearly health talks 
in country schools ; 580 local granges discussed rural school prob- 
lems at their meetings last year; 81 granges worked to secure 
better instruction in agriculture; business men, bankers and in- 
dividuals gave over 400 free trips to Washington for corn contest 
winners; the Y. M. C. A. conducts county athletic leagues in 5 
counties ; the Women of Lebanon hold yearly garden contests for 
public school children, etc. 

What is done for one school may be done for all schools. What one 
woman's club does, all women's clubs may do. The School Survey 
report shows that the need and the opportunity are everywhere. 
What groups have done here and there offers inspiring suggestions 
for all women's clubs, all granges, all business men's organizations, 
all libraries, all medical and dental associations, etc., in places not 
yet awake to the need and opportunity for outside cooperation 

The illustrations here given are taken from (i) answers to question- 
naires sent to 1,700 organizations in October, 1913; (2) interviews 

(215) 



2l6 OHIO STATE SCHOOL SURVEY REPORT 

with the heads of state departments and state-wide organizations, 
supplemented by (3) published reports and current records, (4) 
written statements from agencies in answer to requests to make 
clear and to elaborate their replies. Reports have not been tested 
by field visits owing to the lack of time and funds. The exceed- 
ingly small proportion of those addressed who answered does not 
necessarily mean that those not answering have no cooperation to 
report. On the contrary there are doubtless many private agencies 
active and helpful for rural schools which are not included here. 
There is also, no doubt, a large number of individuals who are help- 
ing their own schools through gifts, visits and suggestions, like the 
citizen of one county who is to give a new high school building, 
another's varied work for school girls in Hamilton County, and the 
farmer who found himself so interested he didn't dare go near the 
school to which he had already given a garden, stove, piano, etc. 

To list, explain and reiterate specific helpful next-steps for individuals 
and agencies willing and able to help rural schools is the purpose 
of the division of cooperation recommended for the Bureau of Efii- 
ciency and Economy in the ofiice of the state Superintendent of Public 
Instruction 

How women's organizations he!p rural schools 

Five organizations include the greater part of women's club interest 
in Ohio. The returns here reported are by no means exhaustive 
and barely touch on work for city schools. The interest shown by 
the officers of the state women's organizations in the School Survey 
Day celebrations, in the Educational Congress, and in the oppor- 
tunities for developing club cooperation with rural schools, proves 
the almost unlimited potential value of women's helpfulness if gen- 
erally enlisted, and justifies the program for a joint School Survey 
Council outlined on p. 222 

Farm Women's Clubs 

Thirty-two Farm Women's Clubs in 21 counties or 72% of the clubs 
written to filled out in November, 1913, simple "score cards" for 30 
one room and 7 centralized schools in their districts. These scor- 
ings by farm women lead to the same conclusions about rural school 
needs as do the elaborate scorings of the regular field survey. Farm 
women were also asked to report in detail what was most needed 
in the way of equipment, cleaning and repairs. In the 37 schools 
the most pressing needs were listed as: 



OUTSIDE COOPERATION 21/ 

Shades for windows in lo schools; new paper for walls in 8; more 
books in 7 ; globes and maps in 5 ; repaired or new outhouses in 5 ; 
manual training in 4; sheltered place for play in 4; new desks in 
4; covered drinking pail in 4; improvement in heating in 3; jack- 
eted stoves in 3 ; walks around the school in 3 ; repairs for tloors 
in 3 ; more room for children in 2 ; pure water supply in 2 ; better 
teachers in 2 ; coal houses and shelves for lunch pails in 2 

One school was said in each case to need domestic science, an 
assembl}" hall, improvement in ventilation, drinking cups, cleaner 
outhouses, agricultural apparatus, physics equipment, hot lunch, 
better desks, play-ground apparatus, more ground, new front 
steps, musical instruction, a storm front door, fire protection, 
organ, a new broom, a "couple of chairs," centralization, decora- 
tion, stove cleaned, oil for floors, blackboard painted, waste 
baskets, "teacher with common sense" 

Other farm women wrote : "As a general thing parents do not 
visit schools enough. The people do not put forth effort 
enough to have the proper township board of education. It 
seems any man does for some people just so he can say yes or 
no to suit someone else" 

"Our township at present is in a chaotic condition. They voted 
centralization last spring with no funds in sight to build. The}'' 
have combined 2 and 3 districts into i and are holding sessions 
at different sections over the township" 
One teacher wrote : "Our school board refuses to buy paint for 
the walls (cost less than $1.50). I offered to do the work my- 
self if the board would buy the paint, but it availed nothing. 
The literary society which met in the school house for a year 
or two has a little money in its treasury with which we expect 
to buy some pictures. I am painting the woodwork on the 
inside of the house, but not with money furnished by the board" 
The Farm Women's Club at Ira put a sanitary fountain in the 
school and new shades at all the windows. Members got their 
husbands to repaint the walls, and the club women are frequent 
visitors at the school. Another club voted to teach sewing at 
the school, by taking turns one afternoon a week. A third 
started a school library. An extension course in domestic science 
wsls given in the school basement under Farm Women's Club 
auspices. Several clubs are working for centralization 
About 20 women make up each of the 44 Farm Women's Clubs, 
organized during the last 2 years in 24 counties, usually within 
a school district. Clubs are urged to meet in schools and to invite 



2'l8 OHIO STATE SCHOOL SURVEY REPORT 

teachers to their sessions. In several districts the school is the 
regular meeting place. New clubs are constantly being formed 
w^hen a few women get together as a neighborhood group. A 
State Federation of Farm Women was formed at the State Fair 
in September, 1913 

Every month The Ohio Farmer, the official organ of the clubs, pub- 
lishes the outline for club study and meetings, and each year at 
least one month's attention has been devoted to public schools. 
Whenever possible other topics are given a school application, 
such as ornamental planting, discipline, nourishing food, defective 
children, etc. In July, 191 1, when the topic was "Rural Schools," 
the lesson in The Ohio Farmer referred to a bulletin of the State 
University, "The Country Schools of Ohio," as a text. Sixteen 
U. S. government publications, 8 state reports and 13 magazine 
articles were listed as references. The subjects for discussion 
covered (i) the country school teacher; (2) industrial education 
in rural schools ; (3) school library ; (4) cooperation between 
home and school; (5) school buildings and grounds; (6) central- 
ized and consolidated schools ; (7) the school as a social center 
and (8) uniform text books 

Ohio Federation of Women's Clubs 

Typical of what women's clubs might be doing everywhere is the 
report by the Excelsior Club of Spencerville with 20 members. 
"We have been able to place pictures in all the rooms of our public 
school, , a number of books on art in the library, to pay $25 on the 
high school piano and to place teeter boards on the school ground. 
Yesterday we organized a parents' and teachers' club, so you see we 
expect to do more in the future. The Clio Club helped in this work" 

The Wyoming Monday Club contributed toward the furnishing of a 
rest room for teachers in the village school. It has furnished pic- 
tures occasionally and combined with other clubs to purchase a 
handsome flag for the school 

The Women of Lebanon "have for 2 years conducted successful 
garden contests among public school children — prizes of $75 being 
offered by the Civic Trust of Lebanon. The gardens are duly in- 
spected and at the close of the season an exhibition of vegetables 
and flowers is held. The club has also introduced the Junior 
Audubon work in some of the rural schools, and prizes donated by 
the Civic Trust have been awarded to pupils writing the best 
essays on birds" 



OUTSIDE COOPERATION 2ig 

The Women's Tourist Club of Mechanicsburg assisted in securing 
money for school room equipment, books for the library, free lec- 
tures in the school house and planted trees about the school build- 
ings 

The Willoughby Woman's Club is the only club reporting a com- 
mittee on rural schools. This club has bought pictures for the 
school, Victrola records, and has agitated for a much-needed new 
building 

The Century Club of Chillicothe sent a committee to visit the teachers' 
institutes in 1912-1913. Last year the teachers were shown how to 
make paper drinking cups. The club wrote to all school boards in 
the county asking them to buy paper for the schools and to look 
into the matter of good wells, individual cups, etc. In 1913, each 
school was given a large "Health Card" to be hung in the school 
room, and a short talk on disease prevention was given by the 
committee, urging the institution of "Health Day" in the schools. 
The club's latest work is a "Chew Your Own Pencil" campaign. 
The Century Club is the only one of 157 city clubs written to 
which reports the slightest interest in rural schools 

The following instances of helpful work by city clubs for city schools 
indicate what could be done by village clubs for village schools, and 
by all clubs for rural schools : 

One thousand dollars pledged for beautifying school grounds in 
London, landscape gardener engaged, hedges and shrubs planted ; 
playgrounds carried on 7 years until taken over by city (Colum- 
bus) ; school visiting committee and relief giving for needy chil- 
dren by Woman's Club of United Commercial Travelers (Colum- 
bus) ; $50 for domestic science equipment, ward meetings of 
mothers snd teachers (Defiance) ; home garden contests (Sidney) ; 
library organized and supported for 4 years (New Philadelphia) ; 
free school library to cultivate good taste in reading (Toledo) ; 
baths and sanitary fountains installed (Elyria) ; traveling ex- 
hibit of pictures (Cincinnati) ; Thanksgiving baskets for needy 
(Marion) ; 2 scholarship girls (Piqua) ; playgrounds and free 
kindergarten started, district nurse examines children and talks 
to mothers, boys' gardens, talks to all schools on civics (Zanes- 
ville) ; free breakfasts for 175 needy school children, 7 scholarship 
pupils, 1,376 garments distributed through principals (Cleveland) ; 
bubbling fountain (Granville) 

Of 292 federated clubs and city federations, other than purely study 
clubs, which received a questionnaire in October, 245 or 84% did 



2'20 OHIO STATE SCHOOL SURVEY REPORT 

not answer. Ten of the 47 clubs answering were in villages. Only 
7 of 292 clubs reported interest in rural schools last year; 14 of the 
47 clubs reporting said they would be interested in future study ,of 
rural school conditions and would like to be furnished with blanks 
for that purpose 

Mothers' Clubs 

The cooperation of individual mothers' clubs and parent teacher asso- 
ciations is, of course, usually devoted to one particular school. 
How helpful this interest could be for village as well as city schools 
is indicated by these instances : club secured books for teachers and 
pupils, pictures, a rest room, relief for needy children (Bedford) ; 
relief committee used by all teachers (Lancaster) ; prizes for essays 
on "Care of the Teeth ;" talks in school by a dentist, monthly 
parents' meetings, garments made for "dozens .of needy children" 
(Xenia) ; 2 lots bought for school playground, evening entertain- 
ments in schools (Cleveland) 

How grateful school officials are for this kind of helpfulness is shown 
by one superintendent, writing about the Mothers' Club of the 
Madisonville schools in Cincinnati : "The first object of the asso- 
ciation (1897) was to look after the kindergarten, and this was done 
at a time when the school board was in poor financial condition. 
The association placed additional equipment in the room ; for 2 
years they paid the teacher's salary, the board furnishing the room ; 
later the board paid the salary and the Mothers' Club furnished the 
room. In 1905 the Mothers' Club said to the board of education. 
'If you will equip and maintain a manual training department for 
the boys we will equip and maintain a domestic science department 
for the girls.' The equipment of the domestic science department 
cost the club about $500, the maintenance for 2 years, instructor 
and supplies, instructor giving but part time, about $700. At the 
end of this time the board was financially able to take over the 
expense of the domestic science department. The Mothers' Club 
then maintained for 2 years the art ,work in the schools, paying 
the instructor $250 a year. The board of education then assumed 
responsibility for the art work and the Mothers' Club turned their 
attention to a campaign for better housing of the children. They 
allied themselves with the other women's organizations of the city 
and formed what was known as the Madisonville Women's Welfare 
Association. Their committee inspected and stamped all of the 
literature sent out to the people ; they also undertook the distribu- 
tion of the same. The school house was built and in 1909 the 
Mothers' Club began an active campaign for pictures to be given 



OUTSIDE COOPERATION 221 

to the school. They raised and expended the sum of about $i,ooo. 
They also gave a piano the same year to the gymnasium. In 
September, 191 1, the Madisonville school was absorbed by the Cin- 
cinnati school system. Under the new regime the sanitary condi- 
tion affecting the child was not as well cared for as under the Madi- 
sonville board of education, and so the .Mothers' Club undertook the 
work of furnishing a supply of clean towels and soap to be used by 
the pupils. The Mothers' Club, too, is looking after the landscap- 
ing of the school yard. They also paid into an annuity fund for 
one of the faithful teachers whose active service was impaired 
through age. These are the outward things the Mothers' Club has 
done for the school, but the result has been that they have fostered 
a spirit of cooperation between the home and the school that has 
led the community in educational uplift" 

The Ohio Congress of Mothers has 15 branches outside of Cleveland, 
where there are 41 local clubs forming the Cleveland Congress of 
Mothers. Of the 15 clubs in other cities, only 6 answered the com- 
mission's questionnaire. Two of these reported interest in village 
schools. There are, of course, numerous other mothers' clubs and 
parent-teacher organizations not affiliated with the Congress of 
Mothers, — how many cannot be estimated 

Many other examples of .help given by mothers' clubs to individual 
schools could be cited. Unfortunately the reports of what each 
club does during the year have not been collected, filed or made 
available to other groups wanting suggestions for school work 

Daughters of the American Revolution 

D. A. R. connection with public schools in Ohio has been chiefly 
through patriotic education committees. For example : prizes for 
best essay on colonial history (Lima) ; medal to best 8th grade 
U. S. history scholar (Kenton) ; prizes in gold for best senior essays 
(Miami) ; 3 medals for best essay on the Revolution (Canton) ; pub- 
lic lectures in schools on patriotic subjects; help in the school 
observance of national holidays. One chapter (Kenton) urged the 
use of a disinfectant for sweeping and better sanitary arrangements, 
gave seeds and prizes for beautification of school 3^ards in a contest 
entered into by 200 pupils 

Only 9 of the 57 Ohio chapters answered the questionnaire. But 4 
of these indicated future interest in rural schools. Two plan co- 
operation through rural school committees. One chapter "con- 
tributes to the education of southern mountain whites" (not 
Ohio's) 



2'22i OHIO STATE SCHOOL SURVEY REPORT 

Association of Collegiate Alumnae 

There are over 1,200 college graduates eligible to the 3 branches of the 
A. C. A. at Cleveland, Columbus and Cincinnati. They reported 
no work for public schools so far. However, in November, 191 3, 
the Columbus branch took the initiative in bringing before college 
women throughout the state, the majority of whom live in small 
towns or rural communities, a program for rural school cooperation 
during the next year. Letters were first sent to 500 graduates ask- 
ing their interest for School Survey Day. A card file and pin map 
of all college women was prepared as well as score cards similar 
to those used by the Farm Women's Clubs. Each college graduate 
will ,be urged to report on the needs of at least i rural school and 
help secure the improvements found desirable 

Suggestions for increasing club cooperation 

If among the interests of organized women in Ohio rural school im- 
provement were emphasized for i year, the results would be 
astonishing. If all local clubs in each of these 5 groups were doing 
what only a very small fraction reports, the benefits to schools can 
easily be pictured. In the hope of bringing about more and con- 
tinuous interest by women's organizations in rural schools, espe- 
cially in using School Inquiry findings. Governor Cox, in Novem- 
ber, 1913, asked the presidents of these 5 groups to appoint a repre- 
sentative to serve on a joint School Survey Council and to meet 
first at the time of the Educational Congress, December 5 and 6 

The following suggestions are offered for this Council by the com- 
mission : 

That the representatives of the 5 state organizations of women be 
appointed to serve 2 years 

That a member be elected chairman and another secretary for ^ 
years 

That meetings of the School Survey Council be held at least twice a 
year, in the office of the state Superintendent of Public Instruct 
ion. 

That the state Superintendent be always asked to attend and the 
other state officials when their help is needed 

That members of this Council have currently on record 

(i) The number and location of local clubs or members who are 
already interested in work for rural schools 



OUTSIDE COOPERATION 223 

(2) The number and location of those who are not but might be 
interested 

(3) A list of the rural schools by county, township and school dis- 
trict with which local members are in touch 

(4) Other facts about the school cooperation of each state 
organization, what clubs and individuals have done already 
and what remains to be done 

That a list be kept currently up to date of individual schools as yet 
not scored and helped by women's clubs 

That the Council endeavor to work through local clubs in each 
locality, and a local committe devoted to rural school improve- 
ment, representing women's organizations, business men, granges, 
libraries, charitable agencies, medical and dental associations, 
universities or colleges, teachers' organizations 

How the State Grange is helping schools 

Five hundred eighty of the 600 granges with over 44,000 members 
in Ohio discussed at some meeting some phase of the rural school 
question during the past year, 1912-1913 ; 21 local granges report a 
committee on schools which visits the school from twice a year to 
once a month ; members of loi granges are urged to visit their 
schools ; in 66 granges, members report bad conditions in schools ; 
in 147 granges members are urged to work for the best men on 
boards of education ; in 92 granges the women have been requested 
to vote at school elections ; 37 of 600 granges have held open meet- 
ings for teachers and scholars ; 90 granges have taken action to 
secure township, high or centralized schools ; the employment of a 
township superintendent has been urged by 88 granges 

One grange donated to a school a library of 40 volumes on agriculture 
and domestic science; another gave an organ, laid cement walks, 
offered prizes for best essays on agriculture or domestic science, 
offered a scholarship to the State University. Other granges re- 
port that they plan to paper the school house, buy better lights, hold 
a lecture course for the benefit of township schools. How close 
the connection can be with schools is illustrated in one case where 
township and high school superintendents, nearly every teacher and 
all members of the board of education are grangers. Another 
grange always meets Friday night in the high school auditorium 
and nearly half of the membership is made up of "young people who 
go to school" 



2'24 OHIO STATE SCHOOL SURVEY REPORT 

Each of the 50 Pomona granges reports that .it has taken an active 
interest in education during the past year; 12 Pomona granges 
,report a county committee on schools ; the Pomona grange of 
Coshocton County adopted in June, 191 2, a uniform report for 
scoring all the schools in the county 

The State Lecturer has made it a part of his annual program to dis- 
cuss some phase of the question of how the grange can improve the 
schools. In cooperation with the School Survey Commission, a 
questionnaire was sent in November, 1913, to 600 local masters and 
to 50 Pomona granges. The answers were tabulated by the State 
Lecturer 

Sixty granges which had taken no definite action about school im- 
provement report that they will study the question along the lines 
above suggested. One wrote, "We will get busy at once." An- 
other, "If these 20 or 25 pupils were cattle we would look after them 
once every 2' or 3 days. But as it is we trust all to the teacher, 
not even visiting him and talking matters over." Referring to 
the questionnaire, one master wrote: "This is the first thing of 
this kind that has come before me. If you have anything that 
you can send us that will help us get started on this work, we 
would be very thankful for the same" 

Suggestions for increasing grange cooperation 

That the state officers of the grange appoint a committee to consist 
of the lecturer and 4 deputy or Pomona masters (preferably in- 
cluding 2 women), representing 4 sections of the state to co- 
operate with the state Superintendent of Public Instruction in a 
continuous effort to secure more attention from local granges to 
school improvement 

That this grange School Council issue to local members uniform 
score cards for rural schools, dealing mostly with physical condi- 
tions and equipment; one copy to be filed with the chairman 
of the council, a duplicate in the office of the Superintendent of 
Public Instruction 

That this Council cooperate freely with the division of cooperation 
of the Bureau of Economy and Efficiency to be established in the 
office of the state Superintendent of Public Instruction 



OUTSIDE COOPERATION 



225 



How county fair boards stimulate school 
improvement 

Three hundred ninety-five superintendents of schools who re- 
ported to the Survey Commission out of 942 stated that during the 
last 5 years county fair exhibits of school work had been made by 16 
city districts (26% of those reporting) ; 21 tov^nship districts 
(21%) ; 35 village districts (18%) ; 5 special districts (10%) ; a total 
of jy school districts or 19% of those reporting 

These edvicational exhibits include manuscript work and sets of papers in 
arithmetic, spelling, geography, history, language, physiology, music, 
kindergarten work, drawings, maps and charts, essays, plant, insect, 
bird and soil studies, manual training and sewing, as summarized in the 
following table : 



Special 
Districts 



Townsliips 



Villages 



Cities 



Total 



No. districts asked to 
report 

No. of districts reporting 

Exhibits 



None 

Agricultural 

Drawing 

Manuscripts 

Manual training 

General school work.. 
Domestic science .... 

Flowers 

Handiwork 

Penmanship 

Laboratory work 

Weaving 



172 
43 



264 



64 
23 
10 
6 
7 
6 
6 
5 
2 
3 
2 



42.5 
188 



108 

21 

28 

23 

11 

21 

10 

3 

3 

8 

4 

2 



80 
61 



11 
1.5 

16 
4 

7 

7 
3 
1 
3 



941 

395 



237 
55 

52 
48 
35 
32 
25 
12 
14 
16 
7 
6 



Putnam County otters a special set of premiums for penmanship displays. 
Some fair boards set certain contests for school children's exhibits. 
For example, Hardin County required for penmanship displays, The 
writing of the Twenty-third Psalm, The Children's Hour, The Bare- 
foot Boy. Premiums from $2 to $10 are offered to each school making 
a certain standard exhibit or to township displays. In Warren County 
each school exhibiting receives a set of books. The amount in premiums 
for winner varies from $25 to $950. Free admission is often offered 
to school children or on "children's day." Many counties have special 

15 s. s. 



226 OHIO STATE SCHOOL SURVEY REPORT 

"educational halls" for school exhibits. The rules for contests and 
list of premiums for educational exhibits are included in the regular 
fair prospectus. In some counties juvenile contests are advertised in 
newspapers; in, others separate folders are prepared for teachers 

Rural schools are included in most of the county exhibits. In 4 counties 
some premiums are for rural schools alone, as in Hardin County, and 
prizes are given in books and pictures. In Wood County there is a 
special class for ungraded schools with premiums for children of dif- 
ferent ages. School displays of the results of agriculture teaching 
include corn, wheat, potatoes, apples, vegetables, stock for boys, baking 
and sewing and flower growing for girls, also nature study in the 
schools 

Where educational exhibits are held each year fair boards seem to con- 
sider them successful in "stimulating interest in education" and in 
making "children and parents more interested in the fair as a whole." 
Ten fair boards reported either that schools would not cooperate or 
the board had not yet taken up educational features. "Schools haven't 
shown any disposition to take part. . . . No interest. . . . Comes 
wrong time of year. . . . Have not had any since 1905. . . . 
Teachers did not like to prepare for it. ... Teachers do not take 
interest they should in encouraging local contests" 

Fair boards, county agricultural and crop improvement societies con- 
tributed over 100 free trips to Washington in 1913 as awards to county 
corn contest winners (See p. 249) 

How business men's organizations help rural schools 

The Hillsboro Business Men's Association set apart one day for a Boys' 
and Girls' Congress in November, 1912. Over 1500 pupils attended 
the morning and afternoon sessions, their expenses being paid by the 
Association which also furnished lunch. ]\Iembers of the Association 
gave prizes for the best description of the Congress. One member 
gave $5 in gold for the best essay on "Why a Boy Should Stay on the 
Farm." The contests were county-wide. This is the first congress 
of its kind ever held in the United States 

The Commercial Club of Bradford, a village of 1850 inhabitants, was 
responsible for an agricultural extension school and cooperated with 
the public schools in a county fair display which won the first prize. 
Better equipment for schools, prizes for essays, and debates, instruc- 
tion in civics and the use of school buildings for neighborhood meet- 
ings have also received attention from this club 

The Elyria Chamber of Commerce has under consideration the establish- 
ment of a committee on rural relationships. It has already sent a 



OUTSIDE COOPERATION 22/ 

committee to inspect rural schools for health conditions ; given lectures 
on trade training, prizes for essays and debates, and has, through a 
special good roads committee, endeavored to improve roads to school 
houses. The Athens Commercial Club has shown interest in rural 
schools by working with the budget commission which resulted in a 
larger levy and higher salaries for teachers. It has also helped the 
schools exhibit at the county fair. The Chamber of Commerce of 
Upper Sandusk}^ has encouraged fair exhibits, corn and domestic 
science contests among rural schools. The Napoleon Chamber has a 
committee on rural school conditions 

Rural school problems received during 1912-1913 the attention of 12 
groups of business men (out of 48 reporting) : agricultural instruction, 
9; county fair participation, 7; better roads, 7; health of pupils, 6; 
prizes for essays, debates, 5 ; school tax, 4 ; higher salaries for teachers, 
3 ; trade training, 3 ; instruction in civics, 3. Two organizations each 
reported interest in securing new buildings, enforcing compulsory at- 
tendance, getting better school equipment, promoting neighborhood use 
of school buildings and furnishing relief to , needy pupils; only i 
organization reported an interest in athletics and recreation 

The business men of villages and small cities gave 157 of the 388 free 
trips to Washington offered for winners in corn contests in 1913; of 
these 61 were given by banks, 40 by a single firm, 22' by chambers of 
commerce and commercial clubs, 16 by grain dealers, 15 by groups 
of merchants and business men, and 3 by "Boosters' Clubs" 

How helpful to rural schools would be the interest of all groups of 
business men is indicated by examples of what some have done for 
city schools; secured playgrounds and relief of needy (Board of Trade, 
Portsmouth) ; bond sale for new high school (Board of Trade, Lon- 
don) ; bond issue for addition to school (Board of Commerce, Oberlin) ; 
commercial course, shorthand and typewriting put in high school (Busi- 
ness Men's Organization, Garrettsville) ; pupils' visits to manufacturing 
plants, talks in schools on business success (Chamber of Commerce, 
Steubenville) ; savings banks (Chamber, Upper Sandusky) ; $300,000 
bond issue helped, sanitary condition of schools inspected, urged use 
of county fair grounds as playgrounds (Chamber, Elyria) ; gifts dis- 
tributed in school at Christmas (Merchants' Retail Association, 
Athens) ; prize for cleanest school grounds (Progressive Association, 
Bellaire) ; $150 for mechanics' institute class in drafting (Carriage 
Makers' Club, Cincinnati). "After investigation supported the board 
of education in the proposition to issue $40,000 of schools bonds for 
repair of old buildings and building of new building; proposition 
carried though a former proposition of $25,000 had failed to carry. 



228 OHIO STATE SCHOOL SURVEY REPORT 

We conducted a newspaper publicity campaign and paid expenses 
thereof. The committee reported that criticism of board of education 
was partly due to lack of publicity relative to school matters and the 
proceedings of the board, and recommended that all meetings be public, 
held at regular times and that proceedings be published" 

How variously an organization of business men can help is strikingly 
illustrated by the Business Men's Club of Cincinnati which has taken 
an active interest through its public school committee and through a 
council of public education formed by business and civic organizations 
at a meeting called by the president of the Business Men's Club. School 
budgets or bond issues are carefully considered by 'the public school 
committee. The club played an active part in securing the enactment 
of the small school board law. Some of the finest school buildings of 
any city are due to its interest. Members are to give talks in schools 
on civics and business success, and a series of talks on local historical 
subjects is also being arranged. Playgrounds and the neighborhood 
use of school buildings have received attention. Visits to manufac- 
turing plants are arranged for pupils. At all meetings of the board of 
education, representatives of the Business Men's Club are present and 
make reports to the public school committee, the board of directors 
and through them to the membership of the club 

Of 20I chambers of commerce, boards of trade and business men's clubs, 
II bankers' associations, 17 organizations of manufacturers to which a 
questionnaire was sent, only 43 answered, 13 of which reported no 
interest in either city or rural schools; 12 only, reported interest in 
rural schools. Ten of 43 agencies answering, stated that business 
men's attention to school needs is continuous through permanent com- 
mittees. For example, the Builders' Exchange of Cleveland has a com- 
mittee which is especially interested in trade and technical instruction, 
"as we feel this is the solution of the early dropping of school by 
boys and girls in the large cities." Only 6 organizations reported com- 
mittees on rural schools. The Cincinnati Chamber of Commerce has 
a "very live" committee on agriculture and rural development which 
has not so far taken up school questions but wishes suggestions. Six 
of 43 .agencies reporting, said that attention is intermittent through 
specially appointed committees, mass meetings and taxpayer's hear- 
ings. For instance, the Boot and Shoe Manufacturers' Association 
of Cincinnati sent a committee to a high school meeting on vocational 
guidance. The proportion of interest and lack of interest by business 
men is shown in the accompanying graph 



OUTSIDE COOPERATION 



229 



Suggestions for increasing business men's interest 

That the State Chamber of Commerce, Bankers' Association, Manu- 
facturers' Association and other state organizations of business 
men and merchants, each appoint a committee to outline in co- 
operation with the Superintendent of Public Instruction a pro- 
gram for developing the interest of members in local school needs, 
and for reporting results 

That the state Superintendent through the proposed Bureau of Efficiency 
and Economy, division of cooperation, keep all organizations of 
business men on a mailing list for current information about local 
school needs 



Letters sent to 229 Business men's Organizations 




No answer 

Answer but no cooperation 



KEY 



ei Cooperation with city schools only 
crj Cooperation with niral schools 



How labor unions help schools 

'We would like to ask for what information you can give as to the 
manner in which other labor organizations have taken an interest in 
schools, so as to enable us to outline some plan whereby we can take 
up this much needed work" . . . "Your communication will be 
taken up before the Central Labor Union at their next meeting; as I 
am a delegate will do all that I can to enlist the entire labor movement 
in this work" ... "If you can give me any information that i 
can hand to our boys and other men that I meet in my daily work, I 
will do so" . . . "The school question is something that should 
be more closely looked into. I would be glad to know more about 
school work" . . . "There should be more attention to compulsory 
attendance and commercial training, apprentice courses, instruction in 
■civics, additional playgrounds, relief of needy pupils, establishment of 
savings banks, etc." . . . "Our local will take a more active in- 
terest in school affairs in the future." Such are the comments of local 
labor unions on cooperation with their schools 



2'30 OHIO STATE SCHOOL SURVEY REPORT 

Active interest in public school problems was reported for 1912-1913: 
savings banks by 2 unions, publicity of school needs, 3 ; health of 
pupils, 4 ; industrial training, 4 ; enforcing compulsory attendance, 4 : 
athletics, 4; budget or bond issues, 6; neighborhood use of school 
buildings, 5 ; relief of needy pupils, 5 ; school law improvements, 6 ; 
new buildings, 6 ; playgrounds, 6. One union reports interest in com- 
mercial training ; another in vocational guidance ; another in talks on 
business success ; a fourth in continuation schools 

The Metal Polishers' Local Union No. 5 of Dayton has been interested 
in a successful bond issue, in securing examination of pupils for physi- 
cal defects, extension of athletics and playgrounds, industrial and com- 
mercial training, erection of several new buildings, and more publicity 
about school needs. An unsuccessful effort was made to secure the 
neighborhood use of school buildings. The Glass Bottle Blowers' 
Association, Branch 20 of Zanesville, was actively interested in se- 
curing provision for free text books up to the 5th grade. Several 
other unions report interest in the question of free text books, e. g. 
"If we did not have the free use of text books and appliances there 
would be but a small percent of our children that would be able to 
even go to the first year of high school." The Akron Central Labor 
Union reports that it has aided in every bond issue the purpose of 
which was to promote education. "Our latest was our successful 
effort to have the municipality own Buchtel College" 

All but 2 of the unions reporting, said that their members would be 
glad to know what other labor unions are doing for rural and city 
schools. Three wrote special letters asking for information. Among 
the reasons given for previous lack of interest are : "Our local mem- 
bership is small and we therefore have given the above subject no 
consideration" . . . "We have never been invited or requested by 
the school board to take any part or make any suggestions to that 
body. However, we as a progressive union would request that your 
Commission furnish us information" . . . "It seems that in the past 
most efforts on the part of organized labor in the interests of their 
children have been ignored, but we hope that the day may soon come 
that our children may be able to finish a thorough school course, both 
in high schools and colleges" 

In November, 19 13, it was suggested to the secretary of the Ohiof 
Federation of Labor that the potential interest of local unions in 
schools be fostered by frequent bulletins, suggestions and questions 
which would call attention to local school problems and needs 
which labor unions might help to meet 



OUTSIDE COOPERATION 23 1 

What physicians and dentists can do for schools 

Volunteer service to demonstrate the need for medical and dental exami- 
nation, free treatment of pupils who cannot afford to pay, talks to 
parents, teachers, children, promoting athletics, real instruction in 
hygiene and special attention for mentally or physically defective 
children, — these are some of the ways in which physicians and dentists 
can help in every community Women's clubs in 12 cities reported 
that physicians and dentists in their communities have helped call 
attention to physical needs of school children by securing physical 
examination and giving talks to pupils in 7 cities, improving hygiene 
instruction in 6, promoting athletics in 5, securing free treatment in 5, 
and attention to defective children in 4. The dentists in Marion gave 
talks to pupils. The Fairfield medical and dental associations have 
helped in securing medical and dental examination in Lancaster 

What has been done by county and local medical and dental associations 
and by individuals to bring about medical examination under the chil- 
dren's code in all school districts cannot be estimated without asking 
each local agency. The State Board of Health has no material on 
file on this subject. What might be done by professional associations 
for rural schools is indicated by the examination of one township's 
schools in cooperation with the School survey Commission (See p. 
194). cooperation with Y. M. C. A. (See p. 237) 

Suggestions for increasing professional interest 

That the State Medical and Dental Associations make an investigation 
of the cooperation of local groups and individuals with public 
schools, especially in small tov(,'n and rural communities and report 
to the State Board of Health and the Superintendent of Public 
Instruction 

That a central council representing these 2 state departments, the 
State Medical and Dental Associations and other agencies inter- 
ested in health be formed to 

(i) Collect and file data currently about what physicians, nurses, 
dentists and hospitals are doing for schools, especially in rural 
districts 

(2) Pass on definite suggestions to local groups showing how, as 
volunteers, they may help to start medical inspection, school 
nurses, open air schools, etc. 



2*32 OHIO STATE SCHOOL SURVEY REPORT 

(3) Cooperate with women's clubs, granges, teachers and superin- 
tendents in securing provision for school inspection and in 
meeting pupils' health needs in each local community 

That the state Superintendent of Public Instruction keep these medical 
and dental associations on his mailing list 

How needy children are helped to stay in school 

Public aid if necessary, to enable children to obey the compulsory educa- 
tion law is supposed by the Ohio laws to be among the minimum rights 
of every Ohio school child and among the minimum duties of every 
Ohio board of education. Section 'jy'j'j of the School Law requires a 
board of education on the report of a truant officer to furnish "text 
books free of charge and such other relief as may be necessary to 
enable the child to attend school for the time each year required by 
law." This provision brings out clearly the necessity for truant 
officers, adequate systems of truancy follow-up, and for learning 
whether absences from school are due to poverty 

Concerning aid given by boards of education during 1912-1913, superin- 
tendents in 357 districts (out of a total of 942 supervised districts) 
reported that 143 districts or 40% of those reporting gave no relief in 
62 village, 5 city, 48 township and 28 special districts. A total of 125 
districts or 35% of those reporting stated that relief was given to 
1821 families and 2547 children, in 60 villages, 25 cities, 28 townships 
and 12 special districts. In 89 districts irregular relief is reported 

Of the opinions of 249 superintendents (out of 942) concerning the 
satisfactoriness of the law, 80% were that the law is satisfactory in 
76% of villages, 91% of cities, 72% of townships and 95% of special 
districts reporting 

As the reports by boards of education now come to the state Superin- 
tendent, the amount spent for relief is not separated from the general 
item "amount for all other purposes," i. e. everything but salaries, 
supervision expenses, buildings, grounds and bond redemption 

Besides school boards, township trustees are also giving relief to fam- 
ilies with school children. In 191 2, the State Board of Charities re- 
ported 20,795 children under 16 years (including infants) in families 
receiving outdoor relief from township trustees and municipalities. 
The year before, 10,992 children were relieved. In many townships, 
reports are incomplete or entirely missing. It cannot be estimated 
how many teachers and supervisors know of and use this public 
source of relief for needy children when boards of education are not 
furnishing help 



OUTSIDE COOPERATION 



233 



Cities having private charitable agencies which 
^ive relief to families in their homes. 




Cities with organized agencies : 

® from 4,000 to 10,000 inhabitants 

o .. 10.000 « 201000 .. 

.. 20,000 « 30,000 .. 

overao.ooo .. 

cities of over 4,000 t> 

without organized agencies. 




1 1 Cities or ovir 
30,000 



Total Population /, 715, 917 



WHERE CHILDREN ARE REACHED 
BY ORGANIZED PRIVATE CHARITIES 




1,604 Oiildi 



Tom 173.092 



LogrckiidK 



? 



2S26 Towns (st 

UNDER 4,000 

R(port¥^ no fnvaic CWiliCs 



Total 619991 



42 Cities or ovffl 

4000 Reporting 00 



mat 125,54^ Tblal40.621 Tolal 261,451 



2'34 OHIO STATE SCHOOL SURVEY REPORT 

Finally, .besides relief from boards of education and township trustees, 
numerous private relief-giving agencies are touching schools in their 
communities 

A report estimates that there are organized relief agencies in 34 of 98 
towns with over 4000 population, and that among the 13,459 families 
aided, there are 20,179 children of school age (based on estimate of 
3 children to each 2 families aided). The accompanying map and 
chart show the location of these private agencies, the relation of 
organized charity to the size of city, and the gaps where there is 
absolutely no information about private relief for school children 

There is now in Ohio no evidence as to (i) how much public money is 
spent on enabling children to obey the law; (2) whether the effective- 
ness of relief is greatest when given by a board of education, town- 
ship trustee, or private agency; (3) what eft"orts are made to discover 
fundamental causes of poverty; (4) how far there is overlapping or 
cooperation between public and private agencies; (5) whether there 
is any "confidential exchange" of cases being helped by each agency ; 
(6) whether public relief is greater or less where private agencies are 
organized; (7) how many needy children are not reached by any of 
these agencies, and are therefore deprived in part or entirely of school 
advantages 

Suggestions for securing data about relief of needy children 

That the state Superintendent of Public Instruction prepare uniform 
blanks calling for all the necessary facts about relief-giving by each 
board of education, including 
Number of children aided 

Number of children reported as needy by truant officer and by others 
Number of children given each kind of relief i. e. text books, 

clothing, shoes, scholarships, car fare 
Number of families of these children, aided in each month, to show 

seasonal need 
Amount spent by boards under section 7777 
Evidence of adequate investigation and proof of need 

That the regular records of the State Board of Charities secure from 

township trustees these facts 

Number of children between 6-16 in families receiving relief 

Amount spent on special relief for school children, medical atten- 
tion, clothing (i. e. not general family expenses of food and fuel) 

Number of children reported by the trustees to boards of education 
as coming under section 7777 

Amount spent for relief necessary because of communicable disease 



OUTSIDE COOPERATION 



235 



That township trustees be required to report to local boards of edu- 
cation, and boards of education to township trustees, all families 
with children of school age which are receiving public moneys for 
out-door relief, in order to prevent inadequate relief, duplication and 
fraud 

That the State Board of Charities secure uniform reports from all 
private charitable organizations operating within the state. The 
law now merely requires that any home receiving children shall 
be subject to the same visitation, inspection and supervision from 
the State Board of Charities as are public charitable institutions 

That the State Board of Charities publish annually a complete list of 
charitable agencies 

That a thorough study be made by the State Board of Charities or 
the Conference of Charities and Correction of the question of ma- 
terial relief for school children, both public and private, to deter- 
mine to what extent the relief of school boards, township officers 
and private agencies is scientific, adequate and constructive 

Lebanon Trust's county=wide work for schools 

The foundation established in 19 12 in Lebanon represents an investment 
of $80,000 and is cited here as an example of cooperation with schools 
of a whole county as well as of a town 

The "acre of corn" contest was started by the Lebanon Trust in 19 12 
when in Warren County a boy raised iii bushels of corn on one acre; 
41 boys and girls were enlisted in 191 3. A series of lectures in 17 
schools and churches by local speakers was given throughout the 
county to promote social life, 50 cents admission usually being charged. 
In cooperation with the women of Lebanon, $75 in prizes was offered 
for improvement in school grounds. One school yard has been 
doubled and 17 maples planted around the edge. Half of the 15 
schools in i township .planted i or more trees, many planted 
shrubs and flowers. Several schools took money earned from the 
lecture course to buy good pictures, lamps and window shades. A 
number of schools were papered, cement walks were laid and i new 
fence was built 

A county spelling bee was held in Lebanon under the direction of the 
superintendent of schools. Eight townships were represented by win- 
ners from township bees and probably half a hundred local spelling 
bees. Two school debates were held in the county 



2*36 OHIO STATE SCHOOL SURVEY REPORT 

At Harmon Hall in Lebanon there are classes for boys and girls in 
gymnastics and athletics ; shower baths, a manual training room for 
boys ; picture machines ; dramatic clubs, etc. 

In the Trust's park and playground high school and grade school baseball 
and football contests take place. Playground apparatus, tennis courts, 
outdoor swimming pool are open to all and here large crowds witness 
athletic events 

In, the boys' gardens on plots of 500 square feet, crops were raised for 
market in 1912 by 21 boys; in 1913 by 40. The produce from a com- 
mon five-acre garden of potatoes and peas is sold and the proceeds 
put into equipment 

What state branches of national bodies are doing 

Young Men's Christian Association 

County school athletic leagues which include- all the county high, gram- 
mar and district schools outside of large cities, have been organized 
by the Y. M. C. A. according to the "Outdoor Athletic Test for Boys" 
in rural schools. This test was designed by the secretary of rural 
health and recreation of the International Commmittee of Y. M. C, A. 
Sample constitutions, suggestions, rules, records, and scoring tables 
for each athletic event are provided by the county department of the 
Y. M. C. A. for any county organizing a school recreation associa- 
tion with its attendant activities of debating, oratorical and agricul- 
tural contests and poultry raising. Boys over 60 pounds in weight 
who are certified as in fit physical condition by a local physician and 
who are "up" in their school work, may enter. Championships for 
schools and individuals are awarded by membership in an Athletic 
Honor Roll or by badges, pennants, etc. This work is under way in 
5 Ohio counties. In Lake county 400 boys took part in athletic 
events last spring. Ninety per cent of the boys of some schools were 
actually enrolled 

Demonstrations of systematic games show teachers what can be done 
to enlist children in organized recreation. In 4 counties classes in 
recreational games were conducted at teachers' institutes for teachers 
themselves. Teachers have entered enthusiastically into the work, the 
secretary reports 

In 6 townships, the county secretary cooperated with teachers in the 
carrying through of township day festivals in 1912-1913 when chil- 
dren from the entire township were brought together for a day of 
play and games 



OUTSIDE COOPERATION 237 

Six local physicians have been enlisted in i county to give talks on "Care 
of the Teeth," "The Meaning of Hygienic Surroundings," "Personal 
Hygiene," etc., to 12 different schools. Each physician talks on the 
subject most familiar to him, according to a schedule arranged by the 
Y. M. C. A. in cooperation with school officials 

In agricultural and domestic science contests also, the Y. M. C. A. helps 
the schools to enlist boys and girls. In the 5 counties, over 500 boys 
and girls entered the contests for corn raising, potatoes, onions, poultry 
and vegetables, stock judging, cut flowers, etc. One hundred 
twenty men were enrolled in one county Y. M. C. A. evening classes 
in English for foreigners. In i town a class in engineering, in the 
handling of a stationary engine and boilers, was conducted by the 
association (36 South Third St., Columbus O.) 

Young Women's Christian Association 

The Ohio and West Virginia Field Committee of the Y. W. C. A. en- 
deavors to come into close touch with older school girls both in school 
and out, by conducting club work of various sorts. In Toledo there 
are over 400 high school girls in clubs and classes conducted by the 
Association. In some cities (number not stated) the Association's 
physical director teaches gymnasium classes in the high school 

No work is reported in rural and village districts (806 Mercantile 
Library Building, Cincinnati, O.) 

Camp Fire Girls 

Camp Fires are frequently organized in high schools, with teachers as 
guardians. These groups of 10 girls from 14 to 21 years old, often 
meet in schools and the educational side of camp fire lore is more or 
less related to school subjects. There are 306 guardians and probably 
4,000 Camp Fire Girls in Ohio. Only 16 of these groups are organized 
in schools. Whether any of these are in rural and village communities 
could not be ascertained 

The Camp Fire organization includes girls who meet usually weekly, 
in schools, homes or outdoors in good weather (118 East 28th St., 
New York City) 

Child Labor Committee 

"The Ohio Child Labor Committee has not been active in rural com- 
munities for the reason that forms of child labor which are restricted 
by the state law are not found as a rule in such places, inasmuch as 
the law does not apply to agricultural work" 



2'38 OHIO STATE SCHOOL SURVEY REPORT 

The Committee gives 2 reasons for not having studied hov^ far the 
legal provision for school board relief is being enforced, viz., lack of 
funds and difficulties in getting information 

The committee reports that it will be glad to cooperate with any local 

agency in the state to secure the enforcement of compulsory education 

and child labor laws in rural as well as in urban districts. (Write to 

■ Edward N. Clopper, Ohio Child Labor Committee, Cincinnati, Ohio) 

Playground and Recreation Association 

At the time of the Cleveland meeting of the Association in 1912, special 
publicity, emphasizing rural recreation, was sent to town and small 
city newspapers in Ohio and neighboring states. As a result, a large 
proportion of inquiries have been coming from Ohio. In the Associa- 
tion's year book for 1912, are listed for Ohio, 8 recreation com- 
missions and associations with their officers, and 17 cities with or- 
ganized play, the number of employes, hours open, attendance, con- 
trol, expenditure, source of revenue, and date of first supervised 
playground. Cleveland, Dayton, Fremont, Gallon, Lorain, Oakwood 
Village, Painesville and Youngstown were visited by field secretaries 
during 191 2. Arrangements are under v/ay with 5 other cities for the 
service of a field secretary and correspondence with 7 others may 
lead to other field work; 5 Ohio cities are on the Association's "Honor 
Roll," with recreation work carried on throughout the year. The 
Association cooperated with the Lebanon Trust in formulating a state- 
ment which was sent to Ohio cities interested in social center and 
recreation development 

'For women's clubs, teachers or superintendents, interested in play- 
grounds and recreation, and for town improvement leagues, the Asso- 
ciation offers valuable suggestions and advice. Public as well as school 
libraries would do well to have this playground literature available 
for readers (i Madison Ave., New York City). 

Society for the Prevention of Tuberculosis 

In cooperation with the Superintendent of Public Instruction, the Society 
printed 20,000 "Don't" posters on cardboard 14 x 22, red and black, 
telling simple facts about tuberculosis. These posters were placed on 
the wall of every school room in the state. In 6 county teachers' in- 
stitutes, 1913, the secretary of the state Society gave lectures; 100 
teachers are on the regular mailing list ; there are now 2 tuberculosis 
exhibits for use in schools. The propaganda work of the Society also 



OUTSIDE COOPERATION 239 

included in 1912 regular weekly news bulletins to 300 newspapers, 
free illustrated lectures in 50 cities, and 50,000 pieces of literature 
distributed 

In 20 cities, February 29, 191 2 was celebrated as Health Day in schools, 
the work of the Red Cross Seal agents. A bill establishing State 
Health Day in schools brought up by the Society did not pass the 19 12 
legislature 

Open air schools have been started by local anti-tuberculosis leagues in 
Cleveland, Cincinnati, Columbus and Toledo. There are 11 local so- 
cieties in Canton, Cincinnati, Cleveland, Columbus, Conneaut, Dayton, 
Eaton, Hamilton, Steubenville, Toledo and Youngstown. There are 
II county societies for Allen. Belmont, Lorain, Erie, Mercer, Hancock, 
Gallia, Tuscarawas, Fairfield, Scioto and Ross counties. The Celina 
superintendent of schools is secretary of the Mercer County Society. 
He has distributed some literature and instructed teachers to em- 
phasize the value of fresh air cleanliness 

The secretary of the Society is also in charge of the Division of Tuber- 
culosis of the State Board of Health, with an appropriation of $25,000 
for 2 years, organized as a result of the Society's "Survey of the 
Tuberculosis Situation in the State of Ohio," 1912, and legislative 
follow-up campaign (State Board of Health, Capitol, Columbus) 

How teachers' associations help schools 

Ohio State Teachers' Association 

Out of 27,000 teachers, 2,052 were members in 1913 of the Ohio State 
Teachers' Association, with an attendance of 857 (41%) at the meet- 
ing. Meetings have been held annually since the organization of the 
Aspciation in 1847. Besides the general meetings of the Association, 
there are held each year section meetings for superintendents, high, 
elementary, rural school teachers, teachers of commercial subjects, 
drawing, art, etc. A plan has been worked out by which the 6 sec- 
tional associations of the state will be affiliated with the State Teachers' 
Association and elect representatives on all its committees. This plan 
has been approved by the sectional associations and will be considered 
by the State Association at its next meeting . 

Ohio School Improvement Federation 

The Federation has worked chiefly for the enactment and enforcement 
of school laws. It does not discuss methods of teaching but rather 
methods of financing schools and protecting children and teachers. It 
drafted and promoted the minimum term and minimum wage law, the 



2'40 OHIO STATE SCHOOL SURVEY REPORT 

institute pay law, the non-partisan school board election law and others. 
A score or more of suits have been brought and carried to settlement, 
sometimes to the state supreme court, to compel boards of education 
to obey the law. The Federation organized in 1902 as the result of a 
study of teachers' federations in this and other countries, has now 
4,000 members, and holds an annual conference at which the social 
aspects and needs of teachers are discussed 

Ohio Teachers' Reading Circle 

The Circle is a self-supporting organization. Its purpose and extent 
affects the teaching efficiency of members more or less because of the 
books read each year. Of 26,972 teachers in the state, 11,132 or 41% 
were members of the Reading Circle in 1912-1913; 5.068 or 22% of 
these reported their reading at the end of the year; 361 received 
diplomas for 4 years' work and 1,390 received seals 

The Circle is managed by a board of control of 9, the state Superintendent 
and 2 members elected annually by the Ohio State Teachers' Asso- 
ciation to serve 4 years. At county institutes each year a county 
secretary is elected who appoints township secretaries. A diploma is 
given to teachers who reported 4 years' reading; seals are given 
for the reading each year afterward. In many counties the examiners 
give some credit for this work. Books to be read each year are se- 
lected by the board of control and sold to teachers by the business 
manager. Local reading circles are often conducted by the super- 
intendent or high school principal. Bulletins giving the last year's 
report, lists of those receiving diplomas, books read by the Circle since 
1883, names of county secretaries, and lists of books and prices, are 
widely distributed 

Ohio Pupils' Reading Circle 

The Pupils' Circle is managed by the board of the Teachers' Circle 
which prepared a list of 24 books in grades and 12 for high school. 
A certificate is given for each of the first 3 grades read by a 
pupil, a diploma for the completion of any 4 grades, and a seal 
for each additional year. 20,131 pupils received certificates for read- 
ing done, 3,543 received diplomas for fourth year completed, and 
5,848 received seals for an additional year in 1912-1913. Local circles 
are conducted by the teacher or books are read by pupils at home. 
Reading circle books are often used as the nucleus for a school library, 
purchased by boards of education or with money from school enter- 
tainments 



OUTSIDE COOPERATION 24I 

What public libraries do for schools 

What one Ohio library does 

In a town of 7,000 people in the western part of the state, a public 
library has 10,858 volumes exclusive of public documents and 
pamphlets. All the work is done by the general librarian. In the city 
are 30 elementary schools with about 1,100 pupils, and i high school 
of 255 students 

This library has tried practically every form of cooperation with schools. 
Last year from 600 to 650 juvenile books were furnished to elementary 
school libraries for separate rooms. Some of the teachers ask for 
the books they want, but others leave the selection to the librarian's 
judgment. These books are repaired and replaced by the library when 
worn out, and stay in school during the year 

The librarian visits the schools to talk about books and to tell teachers of 
their opportunities as school Hbrarians. About 25 schools were so 
visited in 1912-1913. At the library itself all the children's books in 
the children's room are on open shelves. Open reference shelves are 
kept stocked with books needed in the high school courses, and with 
books of interest to teachers 

Any teacher has the privilege of taking out 10 books at a time, or 25 
or 30 copies of one book for classroom use. The library has formally 
asked teachers to suggest new books tliough no record is kept of how 
many suggestions come from teachers. For professional reading the 
library supplies 2 educational magazines and teachers are notified 
where these periodicals are to be found 

For several years the library has been instructing classes from the high 
school how to use the catalogue, reference helps, etc. Every Saturday 
morning except during July and August there is story telling at the 
library. Kindergarten teachers are notified and school children come 
regularly 

One evidence that teachers are sending pupils to the library is that boys 
and girls bring from school slips reminding them of subjects to be 
looked up. Teachers often call the library over the telephone to say 
that they are sending sections of a class to look up certain topics. The 
librarian estimates that nearly all the pupils beyond the 2nd grade 
have library cards, though no separate record is kept. Files of clip- 
pings and special articles on subjects of interest to teachers are kept in 
the library, as are also clippings on essay subjects for high school 
students 
16 s. s. 



2'42' OHIO STATE SCHOOL SURVEY REPORT 

All this cooperation was the result of a district library meeting in 1910 
when the state libraiy organizer described the possibilities of school 
cooperation. Similar work is being done by libraries in several other 
cities 

150 public libraries 

The reports from 76 of 150 public libraries which answered questionnaires 
from the School Survey Commission cannot be included here for 
lack of space. The details of cooperation of libraries in cities with 
public schools indicate what might also be done by libraries for village 
and rural schools 

Library's contact with schools is in brief: 

I Cooperation which costs nothing 

Special shelf of books of interest to teachers 

Special shelf for high school students 

Special shelf of interest to elementary children, by grades 

Posting on school bulletin, notices to teachers and pupils about new 
books and magazine articles of interest to teachers and pupils 

Clipping file of newspaper and magazine articles on topics in the 
course of study and correlated subjects 

Files of material needed for debates, essays, etc. 

Free literature: e. g. bulletins of the U. S. Bureau of Education, 
Children's Bureau, Department of Agriculture; reports of state 
departments of education, health, agriculture; reports of city de- 
partments; bulletins of the Russell Sage Foundation, Bureaus of 
Municipal Research, General and Southern Boards, etc. 

Invitations to high and elementary school classes to come to the 
library the last period of school for talks about books and demon- 
strations of how to use the catalog and shelves 

Talks in schools on how to use the library 

Reminding every teacher frequently of the library's desire to help 
and power to help 

Special loan privileges for teachers 

Visiting schools to talk to classes about books, and to teachers about 
books for children and teachers 

Asking teachers to send for any books they need at school 

Asking teachers to make lists of books to supplement their work 

Sending books at the beginning of the year for school libraries in 
elementary schools 

Sending for reference use, books needed in high school courses 

Keeping track of the number of cards issued to school children and 
the books most called for 



OUTSIDE COOPERATION 243 

Seeing that each child in school has a library borrower's card 
Keeping a catalog of which teachers borrow books, come to library 

and send children, so that special effort may be made to interest 

teachers who do not 

2 Cooperation which requires money 

Make up and post on school bulletin boards lists of (i) suggested 

reading in connection with each school subject and each grade, 

both for teachers and for pupils; (2) educational books; (3) for 

general culture and entertainment of teachers 
Have loan exhibits at the library, of pictures, statuary, and rare 

books, on holidays 
Ask teachers and pupils to suggest books they would like to have 

the library secure 
Subscribe for more kinds of educational magazines 
Have story-telling hours for little children and invite kindergartners 

to bring their classes 
Employ a special librarian to develop school cooperation 
Print library reports and send to teachers 
Organize library in a school; i. e. accession, classify, catalog and 

put in loan system 

There are now 30 libraries receiving township funds and therefore 
authorized to work through the township 

Of 76 city and town libraries reporting, only 8 sent books during 1912- 
1913 to schools outside the city or township limits in which the library 
is located. Marysville's library sent books to 10 schools in Paris town- 
ship through an arrangement with the board of education. The Toledo 
library sent books to 4 country schools in 4 different townships 

"Of the 150 teachers, enrolled at the county teachers' institute, 36 out- 
side the limits of Circleville used that library during 1912-1913. Prob- 
ably every high school in the county made some use of the library 
during the period given." The Tiffin library furnished books to 6 
schools outside the city limits. The Painesville Public Library is open 
for free use of the township residents, and sent books during 1912- 
1913 to the 9 township schools. The Geneva librarian reports that 
"for several years we received about 350 volumes from the state 
library and sent them out to district schools in the township" 

The Miami University library furnished books to the Hamilton High 
School at Hamilton and hopes to become a "real township library," 
The Amherst library has for 2 years secured a box of books from 
the Traveling Library for the township schools at South Amherst. 



244 OHIO STATE SCHOOL SURVEY REPORT 

The Milan township library sent last year in sets for each room and 
each school, no volumes to the elementary schools and i high school 
in the township 

Besides the library of Van Wert County (see below) there are 6 other 
libraries which are operating under the county law, — in Hamilton, 
Erie, Richland, Paulding, Greene and Ross Counties. In these 6 
counties there are 549 elementary and 8 high schools in township 
districts, i. e. outside of village towns and cities 

The Cincinnati library reaches the whole of Hamilton county with about 
100,000 elementary and 15,000 high school pupils. Talks are given 
to teachers at teachers' institutes. The librarian did not report to 
how many schools outside the city limits books were sent last year 

The Sandusky library has done county work for years, but the tax comes 
only from the town. The Newark Library also reports that it loans 
books free to anyone in the county who desires them 

Van Wert County Library 

The first county library ever established (1901) was the gift of a 
citizen and is maintained by an appropriation by the county com- 
missioners. Branches and salaried custodians are located in 15 towns 
and trading stations. Weekly lists of books are published in daily 
papers of both city and county. Special collections of books and 
exhibits of pictures have been made. Framed cards telling location 
of branches are hung in railroad stations and public places 

The library provided a reading and rest room at the County Fair in 191 2 
with a model collection of agricultural and children's books 

Through the county teachers' institutes held in Van Wert, the librarian 
has been able to get teachers individually interested in the library 

The library's school department was organized in 1906 to extend library 
work through the county schools. In 1912, 117 of 125 county teachers 
outside the city of Van Wert had collections totaling 5,474 volumes 
in their rural schools ; the circulation through rural schools was 23,808 
volumes 

Selection of books is made by the teacher, or the librarian if preferred. 
These school sets are exchanged sometimes twice a month, but usually 
once a term as the teacher prefers. Each teacher may have as many 
books as she has pupils. Lists of the books in each box are prepared 
and sent to all teachers. Books for adults are supplied where older 
members wish to use the school library 



OUTSIDE COOPERATION 245 

Teachers are required to charge books and send in a monthly report of 
circulation. Record sheets and post cards are printed and supplied. 
Each teacher is asked to give a short talk about the care of books to 
pupils in the fall 

A map is prepared by the library locating each branch library in the 
county with a special symbol for rural schools. Pictures mounted and 
provided with hangers can be borrowed for use in the school room 

The cost of school cooperation of the library for the entire county is 
estimated at $65.79 i" 1912. Books which the library does not care to 
buy are borrowed of the State Library and when the supply for coun- 
try schools is running short, the library borrows collections from the 
traveling library department 

State Library 

Circulation and reference departments 

Teachers and superintendents have the privilege of the circulating 
department in drawing 2 volumes for 2 weeks and renewal, though 
no special arrangement is made for teachers. During the school 
year 1912-1913, 337 teachers and superintendents had personal cards 

Library organizer 

The work of the organizer is to visit specially the non-tax supported 
libraries in the state, to encourage the keeping of proper records in 
accession, registration and circulation, to install standard charging 
systems, to classify libraries needing such help, to assist in the work 
of cataloging, to stimulate an increased use of many libraries, to 
hold district meetings in various parts of the state, to develop 
library extension through teachers' institutes and to encourage the 
taking of training in the summer and long-course library schools 

During the year 1912-1913 no libraries were started in schools 

Traveling library 

The traveling library had 81,195 volumes in September, 1913, in- 
cluding 2,251 volumes for teachers on psychology and education 
and 30,307 juvenile books. No catalog nor list of books on special 
topics of interest to teachers has been printed except i on art 
(191 1 ), and I on agriculture, (1909) which is to be brought up 
to date 

During the year ending November, 1913, libraries with 40,413 books 
in them were sent to 456 township, district, rural and village schools, 
238 high schools, grammar and intermediate departments, and 9 
colleges and 2 normals in 74 counties 



246 OHIO STATE SCHOOL SURVEY REPORT 

Any school, woman's club or grange can secure 60 books for 4 months 
with a 4 month renewal privilege by signing an application, appoint- 
ing a librarian and paying transportation charges Any individual 
may draw 5 volumes for 3 months on a personal application card. 
Only 10 or more teachers have applied. After 100 school superin- 
tendents had been invited by letter to visit the traveling library and 
make up the sets they wanted, only 3 responded 

Copies of all books listed in the state Superintendent's report and by 
the Ohio Teachers' Reading Circle have been ordered together with 
the books required for the Farm Women's Clubs (See p. 218). The 
sets made up for schools do not include books especially intended 
for the use of parents 

The $12,000 appropriation is not administered by the traveling 
librarian according to a classified budget. The librarian O.K.'s 
vouchers and bills incurred by her library, but has no voice in de- 
termining what proportion of the $7,500 for purchase of books and 
current expenses shall be spent on books for children, farmers, 
teachers, etc., on printing, publishing, and office equipment, at what 
seasons the greatest expenditures are required, etc. The librarian 
stated that $10,000 was turned back unexpended from the state 
library fund last year although the work of the traveling library 
was said to be hampered seriously for lack of assistants and books 

The present quarters and force of the library are hindering its effect- 
iveness. Delays in printing, ordering and repairing hold up the 
work. Much "dead" material including 586 readers and primers 
and about 100 volumes of fiction, together with many books awaiting 
bindings and mending are piled up, yet there is hardly shelf room 
enough to hold the books in circulation. Nothing was done last 
year about keeping up to date the clippings from magazines donated 
to the library 

Ohio Library Association 

The Association with 512 members in 96 cities and towns, represents 150 
public libraries. A library and school committee has endeavored to 
develop the understanding of teachers and pupils of the use of the 
library. Talks were given by representatives of the Ohio Library 
Association before 6 teachers' institutes during the summer of 1910 and 
before 17 in 1909. The Association has been officially represented at 
normal schools and university departments of education during the 
year 1912-1913 for talks about teachers' opportunities through public 
libraries 



OUTSIDE COOPERATION 247 

Suggestions for increasing library cooperation 

That county and district superintendents be required to instruct 
teachers just how to secure and make use of library facilities, state 
and local 

That examinations for teaching certificates include questions about 
the use of library facilities 

That the library organizer make a special effort to demonstrate to 
each county library and to all those receiving township funds the 
advantages of reaching rural schools: 
By sending speakers to county institutions 

Letters to each teacher , 

Lists of books , 

Having children come to library in groups for instruction 
Extension work through clippings and magazine articles by subjects 
Circulating library of educational magazines 
Observing library days for individual schools 

That in securing information from public libraries for publication in 
the annual report of the state library organizer, a plan be adopted 
whereby each library will be rated according to the amount of 
effort made to secure more complete use of the library's books^? 
staff and equipment by teachers and pupils in public schools. 
Libraries receiving township and county funds will be rated ac- 
cording to the percentage of schools, teachers and pupils they reach 

That in a similar way libraries be scored for municipal reference work, 
work with organizations, such as women's clubs, churches, etc. 
The total rating of each library might be sent with a personal note 
announcing the report 

That the library organizer also gather data and make a report each 
year in cooperation with the Superintendent of Public Instruction 
on library facilities in schools, number, kind and condition of books 
furnished by boards of education, extent of circulation, etc. 

That the trained state library staff and the State Department of 
Public Instruction cooperate to secure (i) more books in school 
buildings; (2) closer cooperation between public libraries, wherever 
established, and schools; (3) teachers who know hoy/ to use the 
library in schools and the public library ; (4) more general distribu- 
tion of books, lists and talks among schools in rural, village and 
other communities without libraries, through the township and 
county library systems 



248 OHIO STATE SCHOOL SURVEY REPORT 

That the traveling library be moved to adequate quarters, easily 
available to visiting teachers and superintendents; current lists of 
sets for school libraries by grades be printed and distributed each 
year to every teacher in rural and village schools 

That the librarian be freed from clerical work during July and August 
so she can visit all teachers' institutes, county fairs, association> 
meetings, etc. 

That magazine clippings be brought up to date, classified and sent 
out in answer to requests for material on special subjects 

That "dead" material be disposed of at once and books put in good 
condition so the entire library may be in circulation 

That all the divisions of the state library be coordinated by the state 
budget commissioner who occupies a strategic position for provid- 
ing the maximum returns from state library funds 

Outside agencies helping to teacli farm improvement 

tlirough schools 

State Agricultural Commission 

The State Agricultural Commission is in touch with public schools 
through its various juvenile contests, the state fair exhibits, farmers' 
institutes, etc. 

Corn contests started in 1912, when 1,200 boys entered; 2,670 boys and 
girls entered in 191 3. Candidates are boys under 20 and girls under 
18, who may or may not be in school. No separate record is kept of 
the candidates within the school age. They fill in application blanks 
sent by the State Commission which also sends out the rules of the 
contests and instructions about securing literature. The Commission 
sends out bulletins and advice to candidates and items to local papers ; 
its representatives organize local interest to raise money for trips and 
encourage boys to enter contests. The average yield of contest win- 
ners in 1912 was 85 bushels per acre; 91 boys raised over 100 bushels 
per acre where the average yield of farmers is 35 bushels. The state 
offered $285 in cash prizes to the 14 boys anywhere in the state getting 
the highest yield of corn. In 191 3, the winner from Allen County 
raised 131 bushels 

Two hundred forty boys entered the wheat contests in 191 3 for $380 
cash prizes given by the state to the boys raising the largest yield on 
one acre. The winner from Putnam County, for his yield of 56 



OUTSIDE COOPERATION 249 

bushels, received $ioo. The average yield of the prize winners was 
45 bushels per acre, while the average yield for men throughout the 
state was 17 bushels 

Contests for girls are in baking, butter-making, canning, preserving 
and sewing. Both city and town girls are eligible. The State Com- 
mission furnishes $10 toward the expense of sending i girl from 
each county to Washington. The rest of the funds are raised locally. 
In 1913, 134 girls reported to the State Commission that they had 
entered for these contests, though probably others entered who did 
not send in their names; 12 are from cities 

Girls' "beautiful lawn" contests were started in Clarke County in 1913 
when 2 trips to Washington, two $5 gold pieces, prizes and a silver 
loving cup were offered for the biggest improvement in home sur- 
roundings. Fifteen girls entered and submitted photographs of their 
homes and gardens as they looked in early spring. In September the 
judges visited all their lawns and awarded the prizes. Shelby County 
also held a county-wide contest with 35 contestants for 3 free trips to 
Washington. Stereopticon slides showing transformation are shown 
at farmers' and teachers' institutes, women's club meetings, etc. 

The "On to Washington" plan of rewarding winners in county, state 
and local corn contests was first put in practice in 19 12 when 306 boys 
took the trip of the "Buckeye Corn Special." In 1913 1,225 people 
went to Washington including many older people beside the boy and 
girl winners. According to the records sent to the State Commission 
up to Oct. 20, 1913, there were offered 143 trips open to county con- 
testants; 195 trips open to township contestants; 50 trips open to 
district contestants. Some of these 50 trips given by merchants were 
open only to those within trade limits. One county, Putnam, offered 
25 trips in 1913, 6 open to the county and at least i trip for the 
winner in each township. In 6 counties no trips were offered in 1913. 
Of the 388 trips offered, 20 were specifically for girls 

The 388 trips were offered in 191 3 by 

Fair boards, agricultural and crop improvement associations 106 

Granges 17 

Banks 61 

One firm 40 

Individual 29 

Congressmen 18 

Chamber of commerce and commercial clubs 22 

Grain dealers 16 

Newspapers 6 



2'50 OHIO STATE SCHOOL SURVEY REPORT 

Popular subscription 33 

Groups of merchants and business men 15 

Farmers' clubs and institutes 18 

Boosters' clubs 3 

Colleges and institutes 2 

County officials i 

Schools and granges i 

Superintendents from 395 of 942 school districts report concerning agri- 
cultural contests, that no part was taken in 32 (66.6%) of the special 
districts reporting; 40 (65.5%) of the city districts; 124 (65.9%) of 
the village districts; 45 (46%) of the township districts; and 241 
(61%) of all the districts. Corn contests were reported in 42 vil- 
lage, 31 township, 13 special and 9 city districts, not more than 3 or 4 
boys participated in each district. Wheat contests were reported in 
3 village, 3 township and 2 special districts. Contests at farmers' 
institutes were reported in i village and i township district. Vegetable 
contests were reported in 5 village and 2 township districts. Flower 
contests were reported in 2 township and i special district 

One county in the northeast section of the state reported a "Boys' and 
Girls' Agricultural Contest." These contests were held in 1912 and 
1 91 3 in potato and onion growing, poultry raising, cut flowers and 
canning. Three loving cups were given in each contest, besides a 
special free trip to some place of interest. One hundred and twenty- 
eight boys and girls were eligible for the trip last year. The contests 
are conducted cooperatively through the county- schools, county 
granges, the fair boards, the county agricultural society, and the Young 
Men's Christian Association 

Five two-day farmers' institutes are held in each county by the State 
Commission with from 300 to 400 attendance. Boys are always in- 
vited and invitations are sent to teachers ; schools are adjourned for a 
day or half-day. Instructors at the institute talk to pupils in the 
schools and about 250 schools are thus visited each year 

All teachers' institutes are offered a lecturer by the Commission. Two 
field workers visit the institutes which request such talks in the sum- 
mer. No record is kept of the number of institutes visited 

The civic improvement secretary of the Agricultural Commission visited 
teachers' institutes in 20 of 88 counties in 1913, presenting there the 
possibilities of beautifying school houses inside and out and telling 
the simple rules for landscape gardening and planting. Eighteen in- 
stitutes unanimously and 95% in the other 2 institutes voted to carry 
out these plans. Nursery companies in Ohio make special rates for 



OUTSIDE COOPERATION 251 

schools. One has issued an illustrated pamphlet on what and when 
and how to plant, which is free to teachers and especially adapted to 
children's understanding. Teachers in these counties are sending to 
the Commission for directions as to how to proceed. In many schools 
children save their pennies for bulbs. In some cases each class has 
its own flower beds 

At the State Fair in 191 2, in cooperation with State Department of 
Public Instruction, exhibits of school work and agriculture were opened 
to all the common schools of Ohio. In 1913, $3,000 was offered in 
cash prizes for school exhibits by the State Agricultural Commission 
and the Middle West Soil Improvement Committee of Chicago. Ex- 
hibits were judged on 25% for general school work, 25% for agri- 
cultural products grown or collected in the county in which the pupil 
attended school, and 50% on nature and agriculture studies as sug- 
gested in the state course of study 

Each separate school room making the standard exhibit received $3. 
In 1913, 159 rooms in 7 counties made displays. Each of the city 
schools exhibiting according to the rules received $10. Only 17 build- 
ings in 5 city school systems made displays in 1913. The schools in 
each county having the best exhibit received $10 in cash. The 4 
pupils in each county exhibiting the best agricultural products received 
$15 in prizes. The 2 best county exhibits (outside of cities) in each 
of the 4 agricultural districts received $25. The 3 highest prize 
winners among county schools in 1913 were Putnam County ($399), 
Van Wert County ($270) and Fairfield County ($171) 

The 2 best city school exhibits in each district received $75. The 3 
highest winners of prizes among city schools in 1913 were Sidney 
($260), Circleville ($170) and Athens ($80) 

Of the district prize winners the best county .and city exhibits in the 
state were each ofifered $225 in gold 

Ohio State University, Agricultural Extension Division 

In 1905, 5 high schools were teaching agriculture, and 2,500 boys and 
girls were enrolled in agricultural clubs. By 1911 when the law re- 
quiring agricultural instruction was passed, approximately 225 high 
schools were teaching agriculture During these years, the extension 
department had been talking to granges and institutes ; had furnished 
seeds for children's beet, corn and vegetable gardens ; identified seeds, 
plants, grasses and specimens of all kinds submitted by teachers, sent 
hundreds of bottles of specimens to schools as nuclei for school 
museums 



2^2 OHIO STATE SCHOOL SURVEY REPORT 

In 1905, when the extension bulletin was started, 5,000 copies were 
published each month just for teachers and children of the upper 
grades. During 1912-1913, 35,000 copies were published each month. 
These bulletins of from 16 to 32 pages with illustrations, cover agricul- 
ture, home economics, the teaching of agriculture and allied subjects 

At present i member of the extension staff furnishes news letters once 
every 2 weeks to 650 newspapers and 50 agricultural journals 

Talks by the staff to teachers' institutes and meetings are illustrated by 
lantern slides which show changes and beautifications of school grounds. 
A special bulletin was issued by the University showing how to ar- 
range a school exhibit at a county fair. Score cards for corn, apples, 
bread, dairy cows, swine and draft horses are issued in great numbers 
for county and local contests. The University lecturers act as judges 
for agricultural contests and exhibits and a certificate is issued to 
winners in these contests if the judges have been approved by the 
University 

To each county which announced that it will hold a boys' stock judging 
contest in the fall, i of the lecturers on animal husbandry is sent 
twice during the summer to show boys what to look for. At the fair 
the boys score the cattle and horses and "place" them. Each score 
and "placing" is then checked by the lecturer, and the boys are rated 
accordingly 

At the 43 extension schools, the demonstrator always asks the super- 
intendent to let school children attend. The superintendent is also 
always notified that lecturers are available for talks at schools. The 
farmers' reading course is also adapted to boys. Superintendents of 
schools are notified of the 3 books to be read and the outlines and 
questions furnished by the University 

U. S. Agricultural Experiment Station 

Besides the 2 state departments furnishing bulletins and advice to 
boy farmers and to public school teachers, the U. S. station is also 
giving the same kind of cooperation. Large numbers of inquiries 
made by candidates in the corn and wheat contests regarding use of 
fertilizer were answered by the director at Woostcr. An Ohio score 
card for corn has been sent to many boys. Bulletins and circulars 
have been furnished to the agricultural classes in high schools through- 
out the state. The superintendent of county fair exhibits is also sec- 
retary of the Ohio Corn Improvement Association and answers in- 
quiries in regard to selecting seed corn, samples for exhibition, etc. 
1,210 students from 2 universities, 11 high schools and 3 district 
schools, as well as a large number of smaller high school groups visited 
the station during the summer of 191 3 



OUTSIDE COOPERATION 253 

How other state departments help schools 

Board of Health 

"It is safe to assume that little or nothing is being done by the majority 
of the township and village schools along the lines of medical inspec- 
tion work." The board has no data as to the number of school dis- 
tricts with medical inspection and its adequacy 

Only one-fourth of 2,200 township health officers have reported to the 
state board concerning sanitary conditions of schools 

Among the ways in which the Board of Health is in touch with schools 
are addresses to pupils, monthly bulletin received by "many teachers" 
including articles on teachers' work for health, correspondence and 
interviews to secure medical inspection and a state public health 
exhibit which school children probably see 

Suggestions for increasing Health Board cooperation 

That each fall, the State Board of Health, in cooperation with the 
Superintendent of Public Instruction, issue a bulletin which deals 
thoroughly with the fundamentals of school sanitation perhaps 
printing a score card for teachers' use 

That the State Board send annually to (i) presidents of state, county 
and local medical and dental associations and (2) township health 
officers, questionnaires requiring specific answers on the following 
points : 

1 What is being done by state, county and local medical and dental 
societies to secure for rural and village communities 

Better sanitary conditions in schools 

Pure water supply 

Establishment of medical inspection in schools 

Employment of a school nurse 

Adequate quarantine and fumigation 

Treatment of all physical defects of school children 

Real hygiene instruction and practice in schools 

Instruction of parents 

2 What studies have been made of health-school conditions and 
problems in the rural districts 

3 What provision is there in each rural and village community for 

Treatment — pay and free — of children's physical defects, teeth 
especially 



:2'54 OHIO STATE SCHOOL SURVEY REPORT 

Home nursing by visiting nurses 

Hospital operations — tonsils, adenoids 

Free eye glasses, properly fitted 

Discovery and segregation of feeble-minded children 

That the State Board, in cooperation with the Superintendent of Pub- 
lic Instruction, offer at all county fairs, sets of prizes for township 
and county, for "before and after" photographs and exhibits show- 
ing improvement in greatest percentage of schools in (i) sanitary 
condition of outbuildings; (2) sanitary condition of school house; 
(3) sanitary condition of school grounds; (4) essays on health; 
(5) individual cups, sanitary drinking fountains, dust-proof cabinets, 
paper towels ; (6) number of children having tooth brushes at home 
or school, etc. 

That after the county fair, each county exhibit be sent the rounds to 
be kept in each school house for a certain period of time, for the 
parents as well as the children to see 

That the State Board make every effort to reach all normal and sum- 
mer schools and all teachers' institutes each year through lectures 
or bulletins, and issue in cooperation with the state Superintendent 
of Public Instruction, free "score cards" for sanitary rating of 
schools 

That all deputy inspectors of the State Board be required to report 
on sanitary conditions of public schools wherever they go, and on 
the thoroughness with which township health officers are watching 
school sanitation 

Highway Department 

The State Highways Department is not in possession of any statistical 
information bearing on the relation of roads to rural and village 
schools. To date there has been no cooperation between the Depart- 
metn and public agencies, or other parties, for the express purpose of 
improving roads to school houses, though as a matter of fact, many 
schools have been benefited incidentally. What particular efforts may 
have been made in different localities would not come directly to the 
Department, but to local officials 

In the Department's "Good Roads Exhibit" at the recent State Fair, 
much mention was made of the subject in the free illustrated lectures 
on "Better Roads." Many attending were school children, and a par- 
ticular effort was made to interest them. The effort, purely experi- 
mental, proved the subject is a popular and taking one with school 
children 




s£ 



OUTSIDE COOPERATION 255 

Industrial Commission 

The Commission is in touch with schools through (i) inspection of 
factories and workshops for children illegally employed; (2) super- 
vision of school building plans; (3) censorship of moving pictures. 
In discovering children breaking the compulsory education law, the 
Commission has a direct responsibility and indirectly great opportunity 
to help schools 

One hundred fourteen children were found to be working without re- 
quired schooling certificates during the year 1912-1913; 23 other chil- 
dren were found under the minimum age. Of 156 children found 
working illegally in canneries during 1911-1912 (records incomplete 
for 1912-1913) 36 were without schooling certificates and 33 under 
14 years of age. No special effort is made to enforce the law which 
requires these children to attend school, although deputies are expected 
to cooperate with truant officers 

One hundred twenty plans and specifications for new rural, one-room, 
two-room, small village, centralized high and grade schools were ex- 
amined during 191 3 by 2 architects and engineers. Only a small 
percentage of these buildings were inspected after completion, owing 
to the pressure of work. The Commission claims that a decided im- 
provement in the safety and sanitary condition of schools has resulted 
from its investigations and inspections since August, 19 11. "It is 
barely possible that some few buildings have been erected in some of 
the remote parts of the rural counties, that have not been brought to 
our attention" 

The State Board of Censors has the power to reject entirely or in part 
any motion picture film which is intended for exhibition in Ohio. Pro- 
ducers and renting companies bring all films for censorship to 
a theatre in Columbus, which has been leased by the state, where 
films are shown before at least i of the 3 members of the board. 
If passed, a reel must open with a 4 foot "leader" furnished by the 
board, saying that it has been approved 

Of 8,000 reels censored before November i, 62 reels of 62,000 feet were 
considered objectionable and refused approval. From 7,000 reels 
approved, 50,000 feet of objectionable parts were eliminated. In this 
way the board is able to keep from the school children of Ohio films 
with vicious or suggestive possibilities. The board plans through its 
contact with producers to suggest the advantages of films which are 
suitable for use in schools for entertainment and teaching purposes 



2^6 OHIO STATE SCHOOL SURVEY REPORT 

How a division of cooperation in proposed Bureau of 

Efficiency and Economy would stimulate and use 

outside cooperation with rural schools 

The 2 conclusions which result from the preceding survey of outside 
cooperation with rural schools are (i) that such cooperation is 
valuable; and (2) that it should be encouraged and directed. It is 
therefore recommended that division of cooperation be established 
in the proposed Bureau of Efficiency and Economy under the Super- 
intendent of Public Instruction, whose purpose shall be to encourage 
and direct the practical interest of Ohio's volunteer organizations 
toward local school problems 

This division would have on file 

1 An index of all agencies which might be of service to schools, 
cross-referenced to show the topics of interest to each 

2 A geographical index of such agencies, grouped by county, town- 
ship and district 

3 A list of each rural schools' needs, collected as fast as possible 
from simple score cards to be filled out by farm women, club 
and college women, as well as from reports from teachers and 
superintendents 

4 A classification of these needs as they require legislation, extra 
tax levy, small expenditure, gifts or personal service 

Beginning immediately, the division would act as a clearing house 
for information, passing on suggestions from inside and outside 
Ohio to the agencies interested in each topic, such as playground 
equipment, drinking fountains, corn contests, heating, domestic 
science, medical inspection, etc. 

It would help organize among the agencies of each township a feder- 
ated rural school improvement league representing all those inter- 
ested, and lay before each league the specific needs of schools in 
the township 

It would formulate questionnaires, bulletins and reports, to be sent to 
certain groups of local organizations by their state headquarters, 
e. g. on commercial training to local chambers of commerce by the 
State Chamber 

It would send out currently to newspapers, news about what outside 
agencies are doing to help schools and develop the interest of other 
state departments in the parts of their work which touch on public 
school problems 



OUTSIDE COOPERATION 



257 




i 





5s "^ 








- 













gas 

-^1 






^ 











Private ayenaa 
boards of education, 
township trustees 






-? 


D>3 

5 TO 










Officers in 

2,2.00- 
townships 






-=i 


1 








17 s. s. 



2^8 OHIO STATE SCHOOL SURVEY REPORT 

It would hold a yearly conference to summarize results and to de- 
termine in general the next year's work 

It would suggest to state-wide organizations of women, business men, 
etc., certain needed investigations that can best be made by i 
state-wide organization 

This division of cooperation would be organized somewhat as sug- 
gested in the accompanying chart. Once started it would take only 
half the time of i person working through all the volunteer and 
state agencies here listed. Some of the untouched resources which 
are available are the agencies which did not answer the school 
survey's questionnaires; 245 federated clubs besides 132 study clubs 
not written to, 9 branches of the Mothers' Congress and numerous 
other mothers' clubs and parent-teacher associations, 48 chapters of 
the D. A. R., 186 business men's organizations, 380 local unions, as 
well as relief agencies, medical and dental associations and local 
individuals not yet reached 



XVI GENERAL COMMUNITY CONDITIONS 



Community life 

In 254 communities where schools were surveyed and where expressions 
of opinion were recorded, the patrons of 156 favored a wider use 
of school plant, patrons of "jj were opposed, patrons of 6 were in- 
different and patrons of 5 were divided in opinion 

Of 471 township schools surveyed, no meetings were held in 381 during 
the last school year 

Of 63 schools in other districts, no meetings were held in 36 

In the 190 township school buildings which were occasionally open to 
the public, 475 meetings were held during the last school year 

Outside of the school itself there are almost no organized educational 
agencies. There were found in all the communities visited only 37 
libraries, 4 extension courses, 5 agricultural extension courses and 
I singing school 



Why Township Schools are not Social Centers 

One Reason (From 550 reports J 




Schools having 

n One chair or less ^ Two chairs □ More than two chairs 

Another Reason 

5 schools out ^456 report assembly-rooms other than class-rooms 

Still Another Roson 

5%sdiooh out ofJ^2 report all regular school Jiirniture screwed to the floor 



(259) 



2'6o 



OHIO STATE SCHOOL SURVEY REPORT 



Wider use ot school plant 

MEETINGS HELD IN SCHOOL BUILDINGS DURING 1912-1913 





Township 

1 


; Special 
District 


Village 


High 
; School 


Total 




1 
1 
One Central- 
Room ized 


Number of schools 
visited 


592 17 

471 17 

1 

1 
381 1 9 

20 

3 


13 
13 

8 

2 


13 
12 

9 


22 
21 

10 

1 

1 

4 
5 

7 


657 


Number of schools 
reported on 

Number having had 
no meetings in 
school buildings. . 

Number reporting 
Parents' meetings 


534 

417 
23 


Mothers' meetings 




4 


Farmers' m e e t- 
ings 


118 5 
168 5 
116 

33 

17 






127 


Social gatherings 

Debating societies 

Religious m e e t- 

ings 


1 
1 

1 
1 


12 
14 


191 
138 

34 


Political meetings 






18 









XVII LOCAL ADMINISTRATION OF SCHOOL LAW 

IN OHIO 



The compulsory attendance law 

The results of an inquiry sent to 942 superintendents of schools and 
answered by 395 indicate that all cities who responded had truant 
officers, but that no truant officers were employed in 

11% of the township districts 

14% of the special districts 

9% of the village districts 

The results of an inquiry sent to 942 superintendents of schools and 
answered by 395 show that truancy cases were allowed to run on 
without any attempt at enforcement of the laws in 

43 cases in 98 township districts 

30 cases in 48 special districts 

116 cases in 188 village districts 

65 cases in 61 city districts 

The same superintendents reported 

27 prosecutions in 98 township districts 

2 prosecutions in 48 special districts 
89 prosecutions in 188 village districts 
286 prosecutions in 61 city districts 

The results of the prosecutions are indicated in the accompanying table 



(261) 



2^2^ 



OHIO STATE SCHOOL SURVEY REPORT 



PROSECUTIONS FOR TRUANCY 



Results of prosecutions, as given in 
answer to questionnaire 


Township 


Special 
District 


Village 


City 


Total 


Sent to Lancaster Industrial School. 






4 

1 
1 
1 


133 
3 

15 

"24" 
1 
6 
1 

4 

1 

41 

50 

101 

386 


137 


Sent to reformatorj'^ 


1 




5 


Sent to jail 


1 


Sent to detention school 






1 


Sent to orphans' home 


1 

2 




7 


Juvenile court 




9 
1 

7 
4 


26 


Placed on probation 


1 


Suspended sentence 






31 


Suits pending 






5 


Fined 


2 




8 


Left city 






1 


Parents fined 


1 


1 




6 


Mother put in jail until she sent boy 
to school 


1 


Good 


12 

7 
1 

27 


1 


55 


109 


Unsatisfactory 


57 


No report of results 




6 
89 


108 


Total 


504 







Only 14.4% of the results were reported as "unsatisfactory" 
In 34.6%, of the cases, the children were sent to the Lancaster Industrial 
School 



The field study indicates that 

Truancy is very common in rural districts 

That many rural and village districts do not attempt to enforce the 
compulsory attendance law 

That many districts are either hostile or indifferent to the enforce- 
ment of this law 

That many districts including some village districts employ no 
truant officers 



LOCAL ADMINISTRATION OF SCHOOL LAWS 



263 



The table below gives some detailed results of the survey. From many 
of the schools visited no figures could be obtained 



TRUANCY AS REPORTED FROM THE FIELD 





Township 


Special 
District 


Village 




One Room 


Centralized 


Number of schools visited 

Truant officer: None 


592 

60 

135 

1 

76 
11 
21 

1173 

23 

17 


17 


13 

4 
1 


13 
4 


One 


10 

1 

8 


8 


More than one 




Attitude of community toward 
compulsory education: Favor- 
able 


3 


6 


Unfavorable 


3 


Indifferent 


3 

187 






Number of children of school age 
not attending school 


41 

2 


208 


Number of children dropped out 
since beginning of school year. 


18 


Number of cases of truancy pros- 
ecuted 















A field study of 659 township, village and special districts showed that 
None of the township, village or special districts had continuation 
schools 

In many districts no one knows how many children should be in school 
and which ones are not 

The distribution of the common school fund on the basis of enumera- 
tion puts a premium on the non-enforcement of the law, especially 
in districts where the enforcement of the law would compel the em- 
ployment of an additional teacher or teachers 

Constructive suggestions 

That the provisions of the compulsory attendance law may be enforced 
throughout the state the following recommendations are made : 

That the State Industrial Commission be given general supervision 
over the enforcement of the compulsory attendance law 

That it be authorized and required to appoint truant officers in all 
districts which fail to appoint them, the salaries of the officers 
being a charge on the districts concerned 



264 



OHIO STATE SCHOOL SURVEY REPORT 



That whenever the local enforcement of the law cannot otherwise 
be obtained the commission be authorized and required to send 
deputies into the districts concerned. The expenses and salaries 
of the deputies when so employed shall be a charge on the 
districts 

That all clerks of school boards in rural and village districts be 
required to send lists of all enumerated youth to the various 
county superintendents of schools on or before September ist of 
each year together with a list of such enumerated youth as are 
regularly employed 

That each teacher, at the end of the first week of school, send to 
the district superintendent for transmission to the county super- 
intendent a list of all the children who have been in attendance to 
date and monthly reports thereafter showing the attendance in 
days of each child with reasons for absences 

That the county superintendent be required to notify the various 
truant officers of such cases of illegal non-attendance at school 
as become evident by comparing the lists of the clerks of boards 
of education and the teachers and by a careful scrutiny of the 
teachers' monthly reports 

That where the county superintendent cannot secure the effective 
enforcement of the law, he be authorized and required to report 
the facts to the State Industrial Commission 



The law, section 7777, dealing witli aid to indigent 

pupils 

AMOUNT OP AID GIVEN IN 125 DISTRICTS OUT OF 357 TO WHICH 
INQUIRY WAS SENT 



Township 


Special 
District 


Village 


City! 


Total 


Districts reporting 28 


12 

39 

86 


60 
189 
403 


25 
1519 
1912 


125 


Number of families aided 74 


1821 


Number of children aided 146 


2547 







LOCAL ADMINISTRATION OF SCHOOL LAWS 



265 



OPINIONS OF SUPERINTENDENTS OF SCHOOLS WITH REGARD TO THE 
ADMINISTRATION OF SECTION 7777 IN 249 DISTRICTS 



Township 


Special 
District 


Village 


City/ 


Total 


Number districts reporting 


58 


23 


121 


47 


249 


Percents 


Reported "satisfactory" 


1 72.4 


95.5 76.8 
4.5 23 . 2 


91.4 
8.6 


80.3 


Reported "unsatisfactory" 


27.6 


19.7 













The law requiring the payment of teachers for 
janitor service 

Fifty-five counties out of 83 report breaches of the law requiring 
payment for janitor service. In many cases where teachers are 
not required to make illegal agreements, pay for janitor service is 
simply withheld, the teachers not daring, in most cases, to demand 
payment 

One hundred seventy-eight teachers attending institutes in 1913 
reported being compelled to agree not to accept pay for janitor 
service at some time during the last 5 years. In several cases these 
teachers report the law to have been broken in successive years 



The law requiring the payment of teachers for 
institute attendance 

Two hundred eighty-five teachers attending teachers' institutes in 
19 13 reported that, contrary to law, they had been compelled by 
boards of education as a condition of employment to agree not to 
ask or accept the $10 fee for attendance at institutes. These 
breaches of the law requiring payment to teachers in institute fees 
were reported from 68 counties out of 83 reported on 

In many other cases payment was simply refused or teachers were 
afraid to ask for payment; for instance i teacher who attended in- 
stitute this year and receives no pay writes : "I did not attend institute 
last year, but a teacher who has taught here about 4 years says that 
they never got any pay unless they send for it and they have got tired 
of that" 



266 



OHIO STATE SCHOOL SURVEY REPORT 



One board of education pretends to obey the law by lowering the teach- 
ers' salaries the first month $io each and then paying each teacher $io 
for institute attendance. Their consciences allow them to believe 
that by ^so doing they also obey the law that they must pay every 
teacher at least $40 per month 

The law requiring at least eight months school per 
year in every school district in the state 

Two hundred six teachers who attended teachers' institute in 1913 
reported that they have had within the last 5 years understand- 
ings with boards of education to maintain school less than 8 months. 
In some cases, teachers have made more than one such agreement 
in the same district 

County auditors in 14 counties report 25 township districts, and 7 
special districts, which maintain school for less than 32 weeks,. 
Sixteen or exactly half of these reported lack of funds as the reason, 
although section 7596 of the statutes provides relief in such cases 
whenever the districts ask for it. The auditors report 6 townships 
which had absolutely no excuse for such delinquency, i of these 
having a balance at the end of the school year of $1,209 

In 4 other township districts and i special district having seven months 
school, special inquiry was made. Three of these had balances at the 
end of the year sufficient to run them an additional year without taxa- 
tion. The other 2 had balances in excess of $2700 each. One school 
building was condemned at the end of 15 weeks and school was sus- 
pended for the rest of the school year 

One special district maintained public school only 28 weeks but the 
children attended parochial school for the rest of the year 




LOCAL ADMINISTRATION OF SCHOOL LAWS 



267 



DISTRICTS FAILING TO MAINTAIN SCHOOL 32 WEEKS DURING 1912-1913 



Length of session in weeks 



Township 



Special | 
District! Village 



Total 



Fifteen 

Twenty 

Twenty-three 

Twenty-four 

Twenty-six 

Twenty-eight 

Twenty-nine and a half. 
Thirty-one 



16 
1 

2 



*1 



1 
1 

1 
5 
1 
20 
1 
4 



*School closed on account of diphtheria epidemic 

One county auditor reported as follows with regard to i district in the 
county: "The session was not shortened but it was voted to borrow 
$1200 on the strength of a special 4 mills vote for this year. The 4 
mills were not allowed by the tax commission and as a consequence we 
did not have funds enough to run the grades without the high school. 
By cutting out 2 primary teachers and raising $1200 by private sub- 
scription the district was able to manage to get along but we are greatly 
hampered. The enrollment in the high school is the largest in its 
history — 98. The number of teachers is limited to 2" 

An extreme case 

In northeastern Ohio there is a township board of education which 
Employs no truant officer 
Makes no contracts with teachers 

Allows one member of the board to hire some of the teachers 
Has no^ course of study 
Has not adopted a text on agriculture 
Has not held a regular meeting within the past year 

The field agent in this case reported that members of the board, save the 
president, seemed to be indifferent concerning school matters and are 
not serving the people in any way 

Constructive suggestions 

In view of these facts with regard to the enforcement of school law in 
Ohio it is recommended that 

The statute authorizing the payment of state aid to districts whose 
revenues under the Smith One Per Cent Law cannot be made 
sufficient to support schools for eight months annually, be 



268 OHIO STATE SCHOOL SURVEY REPORT 

amended so as to compel school districts to make application for 
such aid in proper form and in due time 

The state Superintendent of Public Instruction be authorized and 
required to hold up the payment of its allotment of the common 
school fund, to any district which has not in the preceding year 
maintained school for 32 full weeks, or which, in any way, violates 
the statutes governing the conduct of public schools 

The presidents and clerks of boards of education be required to 
make affidavit that schools in their districts have been in oper- 
ation at least 32 weeks in any given year to the county auditor 
before the payment of allotment of the common school fund 

The common school fund be no longer distributed on the basis of 
the enumeration of the youth of the state, but on the following 
basis : 
That $50 per teacher employed during the preceding school year 

be paid to each school district 
That the balance of the common school fund be distributed among 

the school districts in proportion to their grand total days' 

attendance for the preceding school year 



XXIII THE SPECIAL AND VILLAGE SCHOOL DIS= 

TRICTS COMPARED WITH THE TOWNSHIP 

DISTRICTS FROM WHICH THEY ARE CUT 



For the purpose of this study, all township districts from which 
special or village districts had been cut off, were compared with the 
special and village districts within their boundaries with regard to 
salaries paid teachers, average daily attendance, enrollment, 
enumeration, amount paid for supervision and tax levy for school 
purposes. The abstracts of county auditors for 1912 formed the basis 
of the study, which covered 773 township districts, 554 special school 
districts and 549 village school districts. Only those township school 
districts were considered from which territory had been detached to 
form village or special school districts or both 

Salaries 

Of the 99 township districts, 115 special districts and 396 village dis- 
tricts supporting high schools reporting this item, the average salary 
of male teachers in high schools was less than $70 in 
10.1% of the township districts 
21,6% of the special districts 
8. % of the village districts 

The average salary of female teachers in high school within the 
same districts was less than $70 in 
57. % of the township districts 
73,3% of the special districts 
58.8% of the village districts 

Special districts fall below both township and village districts in 
respect to salaries paid high school teachers 

The average salary for male elementary teachers was reported as 
less than $50 in 

67.3% of the township districts 
19.1% of the special districts 
27.1% of the village districts 

(269) 



270 OHIO STATE SCHOOL SURVEY REPORT 

The average salary of female elementary teachers w^as less than $50 
per month in 

77.3% of the township districts 
61,8% of the special districts 
57.9% of the village districts 
Special districts surpass the average township and village districts 
in salaries paid to elementary teachers 

In at least 12 special districts and 13 township districts, the teachers 
are reported as receiving less than the minimum salaries estab- 
lished by law. About 1.5% of the township districts and over 
2% of the special districts break the minimum salary law. Salaries 
for both men and women fall as low as $32 and $30 

Elementary school attendance and enrollment 

The average total attendance was less than 100 in 

23.1% of the township districts 
89.1% of the special districts 

40.1% of the village districts 

The enrollment fell below 100 in 

12.3% of the township districts 
83.8% of the special districts 

32.8% of the village districts 

One special district reported an enrollment of 6 and a total attendance 
of 4 on an enumeration of 21. Another special district reported an 
attendnce of 3 with an enrollment of 7 

Of 96 township districts, 125 special dstricts and 413 village districts 
reporting, high school attendance fell below 30 in 

51.9% of the township districts 
70.4% of the special districts 
34.9% of the village districts 

In one special district the high school attendance fell below 4 

Of 99 township districts, no special districts and 404 of the village 
districts reporting this item, the high school enrollment fell below 
30 in 

43.4% of the township districts 
66.4% of the special districts 

28.7% of the village districts 



SPECIAL DISTRICTS COMPARED WITH OTHERS 27I 

Bnumeration 

Of 593 township districts, 543 special districts and 575 village districts 
reporting this item, the enumeration was less than 100 in 
2,7-7% of the township districts 
72.1% of the special districts 
'i-7-7% of the village districts 

Amount paid for supervision 

The county auditors' abstracts of district clerks' reports contain so 
many contradictions that it is impossible to compare the various 
districts as to the amount paid for supervision. These abstracts 
contain statements as to the cost of supervision by both district 
treasurers and district clerks. In 90% of the cases these state- 
ments did not tally. In one village district the clerk reported 
$2,197 spent for supervision, the treasurer $750. In a special dis- 
trict the clerk reported $960, the treasurer nothing. In a township 
district the treasurer reported $4,050, the clerk $495 

Tax levy for school purposes 

Of the township districts reporting, the tax levy for school purposes 
was less than 5 mills in 88.9% of the districts. For village and 
special districts the percentage is 70% 

The percentage of special and village districts with a school tax levy 
of between 5 and 10 mills is 4 times as great as that of the township 
districts with the same levy, while the percentage of special and 
village districts having a school tax levy of 10 mills and over, is 10 
times as large as that of the township districts taxed at a similar 
rate 

Formation of special districts 

Information from the field and records of the state Superintendent of 
Public Instruction show that the formation of special districts has 
been due to widely different causes. Some special districts were 
made for the most enlightened reasons. For example, when a town- 
ship district has refused to establish a high school, special districts 
have been formed to insure high school education to the children in 
the district. In some cases township boards have been unwilling to 
pay salaries large enough to obtain and retain good teachers, and 
special districts have been organized to insure a higher grade of 
teaching in the school. Several such schools were visited during 



272' OHIO STATE SCHOOL SURVEY REPORT 

the progress of the survey. On the other hand, special districts 
have sometimes been formed for very selfish purposes, such as 
keeping down the school tax rate. This is effected in some places 
by paying low salaries to teachers and in others by creating a 
special district around some public utility or in the immediate 
neighborhood of some large corporation, that the taxes of such pub- 
lic utility or corporation may materially affect the tax rate 

In a certain county, a township contains within its limits both a 
special district and a village district. The valuation of both the 
township and village districts is about $2,000,000, The valuation 
of the special district is nearly $11,000,000. The tax rate in the 
township district is 2.60 mills, in the village district 2.64 mills 
and in the special district ,30 mills. This peculiar state of affairs 
is brought about by the fact that in the special district are the 
offices of several steamship companies, all located in one small 
and old building, "which opens perhaps twice a year for the 
purpose of registering vessels." The whole scheme is to avoid 
heavy taxes, the rate having been as low as 23 cents on $100. The 
special district has no lake frontage 

In another county there is a township which has maintained one of 
the oldest centralized schools in the United States. A special dis- 
trict has been made within the territory of this centralized school. 
"On account of the irregular boundary lines and the division of 
finances, many people are inconvenienced and both schools are 
handicapped" 

No matter for what reason special districts have been formed, in 
practically all cases they limit the efficiency of the schools by 
Limiting the basis of taxation 
Establishing smaller schools 
Putting a stumbling-block in the way of centralization 

In the past, in many cases, the only way to efficiency was to establish 
a special district, but the time has come when township and special 
districts must pool their resources and unite their energies for the 
support of efficient consolidated and centralized schools 

Constructive suggestions 

It is urgently recommended that in the future 
No special school districts be formed 

No rural school district with an area of less than 25 square miles 
be established 



XIX RURAL BOARDS OF EDUCATION 



The personnel of rural boards 

The material of rural boards of education from the standpoint of 
personnel, as indicated by information regarding 738 board mem- 
bers from all parts of the state is excellent 

Of the township boards studied 89%, of the special district boards 
72%, of the village boards 20% were farmers. A small percentage 
in all boards were bankers, merchants and manufacturers 

In all boards a small percentage of the members were less than 30 
years of age. Two-thirds of the members in all boards were under 
50. Few were beyond the prime of life 

All but 9 of the 738 board members reported on were married and 
all but 29 had children 

The majority were reported as being deeply interested in the schools. 
Occasional statements were made to the effect that board members 
were "parsimonious", "unprogressive", "interested chiefly in keep- 
ing down the tax rate" 

Everything indicated that after all rural boards have been given 
the services of experienced professional superintendents, they will 
soon compare favorably in progressiveness with the most efficient 
rural, city and village boards who have had the advantage of expert 
advice for years. Many of the defects in sanitation and equipment 
observed in the field study were not due to any conscious desire 
or even willingness on the part of board members to limit the 
efficiency of the schools. Most of these defects were due to the 
fact that there was no one on duty continuously to look after mat- 
ters of detail and to the further fact that no one had ever pointed 
out the enormity of certain unsanitary conditions and lack 
of necessary equipment. The excellent condition of practically 
all of the centralized and consolidated schools and of many one 
room schools in all parts of the state shows what is possible for 
all sorts of schools in all parts of the state 

18 s. s. (273) 



2f74 OHIO STATE SCHOOL SURVEY REPORT 

Procedure followed by school clerks and treasurers 
in accounting for school funds 

Mr. Frank S. Staley of the New York Bureau of Municipal Research, 
who had previously conducted a similar study in Wisconsin, was 
employed for lo weeks to examine the accounts and records of 
boards of education. In all, 82 districts in 10 representative coun- 
ties were examined 

The Auditor of State and his assistant, the county auditors, the 
school clerks and treasurers were of great assistance through their 
hearty cooperation in the survey 

Present system of accounting 
How installed 

The procedure followed at present by the clerks and treasurers of 
school boards in keeping account of school funds was provided 
by the Board of Inspection and Supervision of Public Offices 
and 

Provides for a ledger of receipts and disbursements for both 
clerk and treasurer. This ledger has separate columns for 
each fund and receipts or disbursements must be credited 
or debited to their proper accounts. The ledgers of the clerk 
and treasurer must be in balance at all times, after allowing 
for any unpaid warrants outstanding 

County auditors are provided with ledgers which show the 
amount of disbursements to each school district and from 
the annual reports of the clerk and the settlement with the 
treasurer, a record of the receipts and disbursements of each 
board is kept, in totals. The system further provides for an 
annual settlement between the county auditors and the clerk 
and treasurer of each district, this settlement not being made 
by the county auditor until such time as the clerks and 
treasurers have fulfilled all requirements made upon them 
by law 

Biennial examinations of accounts by state examiners 

The General Code of the State of Ohio requires an examination 
of the accounts of school boards biennially. These examina- 
tions are made by examiners from the Bureau of Inspection and 
Supervision of Public Offices, who 



RURAL BOARDS OF EDUCATION 2/5 

1 Audit the receipts and disbursements of both clerks and 
treasurers 

2 Check the clerks' and treasurers' records of receipts to see 
that they are in accord with the county auditor's record of 
disbursements to the treasurers 

3 Vouch the treasurers' cash 

4 Analyze the clerks' records of minutes of board meetings to 
see that they are properly kept 

5 Analyze the receipts and disbursements of school land funds 
(section sixteen) 

6 Analyze the bonds of officials and depositories 

7 Make findings of any irregularities or illegal expenditures 
of school funds. A report of these findings is furnished the 
prosecuting attorney of the county, in order that he may fol- 
low up these findings and have the districts reimbursed for 
any illegal expenditure made 

8 Act as "big brother" or instructor to clerks and treasurers, 
explaining parts of the procedure with which they are un- 
familiar 

It was found that these examinations are of great value to school 
officials, being both critical and helpful. Were it not for these 
examinations, it is safe to say that the accounting for school 
funds would not be as carefully done as it is at present. The 
investigation disclosed the fact that the clerks and treasurers 
were very careful to keep those records, which are examined 
by the state examiners, in good shape. With the limited number 
of examiners allotted to this work, and the rapidity with which 
they must cover the territory assigned to them, it is impossible 
for them to go into as minute detail as might be desired. Both 
clerks and treasurers spoke highly of the present corps of ex- 
aminers and state that their advice as to the proper manner 
of keeping records and accounts is of great assistance 

Prosecuting attorneys' indifference in following up "findings" 

Prosecuting attorneys rarely, if ever, follow up or act upon the 
findings of the state examiners. Statement after statement of 
illegal payments, made by the school boards, have been turned over 
to these officials, and these statements have been completely 
ignored by them. Until such time as action is taken by the prose- 



276 OHIO STATE SCHOOL SURVEY REPORT 

cuting attorneys, to stop the illegal expenditures of school funds, 
the efficiency of the examiner's work will be impaired. Many in- 
stances were found where school officials had been given written 
notice to discontinue certain practices, such as 

1 Contracting with board members 

2 Overpaying salaries of board members or clerks 

3 Not having a depository for school funds 

4 Not having teachers' certificates on file when payments were 
made for teaching 

but year after year no attention is paid to the instructions issued. 
When questioned regarding these illegal practices and asked why 
refunds of the illegal payments had not been made, school officials 
intimated that this money would not be refunded until they are 
forced by law to make such refunds 

Examination of accounts by county auditors 

The clerk and treasurer of each school district are required by 
law to meet with the county auditor at the close of each fiscal 
year for the purpose of making a settlement. At this time the 
county auditor is supposed to compare the ledger of receipts and 
disbursements which is kept by the treasurer, with the statement 
of receipts and disbursements which is prepared by the clerk, to 
see that 

1 Both sets of accounts are in balance after considering outstand- 
ing orders 

2 Disbursements have been debited to the proper accounts 

3 All money received by the treasurer has been credited to the 
proper funds 

It was frequently found that clerks' and treasurers' accounts were 
not in balance by funds, although they both showed the proper 
total balance. Some of these dififerences dated back to the time 
of the last examination made by the state examiner. The county 
auditor evidently had not made as thorough an examination as he 
should have and had made no effort to reconcile the 2 sets of accounts 

Annual financial statements of county auditors to the State Commis- 
sioner of Common Schools 

The financial statements which are received by the State Commis- 
sioner of Common Schools from the county auditors show amazing 
discrepancies when compared with those of the preceding fiscal 
year. The principal discrepancy noted was the wide variation 01 



RURAL BOARDS OF EDUCATION 277 

funds on hand at the close of one fiscal year and the beginning of 
the next. Of the 88 reports examined for the fiscal years 1909-10 
and 1910-11, only 33 carried forward the proper balances. The 
amounts varied from $99,738.88 over, to $35,790.91 under the 
amounts shown on hand at close of business at the end of 
the fiscal year 1909-10. Some county auditors explained these 
discrepancies by blaming the inaccurate reports rendered by the 
clerks. The auditor whose report showed a shortage of $351,790.91 
was unable to explain how he had arrived at the total submitted, 
and had evidently taken it out of the air. He then explained that 
"These are only school statistics anyway and we pay no attention 
to them" 

School boards shelving of responsibility 

It was found that school boards, as a whole, pay little attention to 
the disbursing of school money. Their interest seems to lag after 
the appointment of a clerk and the shelving of responsibility upon 
his shoulders. This was evidenced in the payment of claims. Of 
the total number of claims examined, 4,920, and warrants issued 
therefor, only 3,050 were shown on the minutes as being allowed 
by the boards. In other words 38% of all warrants drawn, were 
issued by the clerks at their pleasure without consulting the boards 
or having the claims audited and allowed by them 

This lack of interest on the part of the school boards, breeds care- 
lessness in clerks and the records show that the longer a clerk is 
in office, the fewer the claims presented to the board for proper 
action before th© warrants are drawn in payment 

Further evidence of laxness is shown by the following: 

Seventeen per cent of the boards have elected no vice-president and 
as a result it is necessary for the presidents to sign warrants 
while blank, or to allow the clerks improperly to sign the presi- 
dent's signatures to warrants, when they are unable to attend to 
business themselves 

Eighteen per cent of the boards have not arranged for a depository 
for school funds as required by law 

Nine per cent of the boards do not require depositories to furnish 
a bond to safeguard the deposits of the board 

Four per cent of the boards do not use the yea and nay vote on 
financial questions as required by law 



2178 OHIO STATE SCHOOL SURVEY REPORT 

Four per cent of the boards made illegal contracts with, or pay- 
ments to, board members 
Twenty-six per cent of the boards do not hold regular meetings 

Thirteen per cent of the boards do not require vendors to submit 

itemized bills of purchases made by, or labor performed for, the 

board 
One board pays less salary to teachers than the minimum set by 

law ($40.00) 
One board holds school less than eight months each year, the 

minimum period required by law 

Carelessness of presidents of school boards in controlling disburse- 
ment of school funds 

Some presidents of school boards delegate many of the powers of 
their offices to the clerks of the boards. This is especially true 
in the handling of financial stationery. The disbursing of school 
funds, in many instances, has been left in the hands of the clerk 
until he has come to look upon it as no one's business but his own. 
The clerks explained, "I told them to do it this way", or "I did 
it this way because they don't know anything about it." One ex- 
ception to this rule was a clerk who guessed "my records are 
pretty bad, but I have only been clerk 9 months and haven't had 
time to look at the law yet" 

The following examples are cited, the percentage being based upon 
the total number of examinations made by the investigator: 

Three per cent of the presidents allow the clerks to sign the name 
of the presidents to the minutes of the board meetings 

Twenty-one per cent allow the clerks to sign the name of the 
presidents to financial stationery (warrants) 

Thirty-five per cent attach their signatures to financial stationery 
(warrants) before they have been filled out by the clerks, mak- 
ing it possible for the latter to make the warrant payable for 
any amount he may desire 

These last 2 practices make it possible for clerks, should they 
be so inclined, to overpay any claim they wish with but slight 
chance of detection. In only a small percentage of the districts 
examined was it found that all bills had been presented to sub- 
stantiate the claims made. Clerks state that little, if any, atten- 
tion is paid by board members to the reading of the minutes of 
the preceding meeting 



RURAL BOARDS OF EDUCATION 279 

Unlimited power of clerks of school boards in the disbursing of 

school funds 

Of the total number of clerk's records examined, 40% were 
carefully kept and in good condition. The condition of the rest 
of the records which ranged from fair to deplorable was caused 
more by carlessness than by any dishonest intent on the part of 
the clerks. Of the 40%. which were in good condition, 3 
were nearly perfect in every detail. One clerk had not only 
followed the procedure prescribed with the greatest fidelity, but 
had gone beyond and installed a bond record which is worthy of 
special mention. The poorest set of accounts investigated were 
those kept by a former county auditor, who is one of the highest 
paid school clerks in the township districts. This clerk did not 
draw warrants in payment of claims when allowed by the board, 
but held them up until it suited his pleasure to pay them. One 
claim allowed during September, 1912, had not been paid at the 
time of the investigation, June, 1913, although the board had had 
cash on hand during the entire period elapsing between the 2' dates. 
Other payments were lumped together and held over in order to save 
the work of issuing a warrant for each claim allowed 

Clerks, as a rule, were anxious to be instructed regarding the proper 
procedure in keeping their accounts and records. Of the total 
number of records investigated, it was found that 

Eleven per cent of the clerks had no teachers' certificates on file 

Four per cent were allowing teachers to teach although their cer- 
tificates had expired 

Sixteen per cent had failed to publish or post a statement of the 
receipts and disbursements of school funds as required by law 

Twenty-one per cent had improperly signed the presidents' names 
to financial stationery (warrants) 

Three per cent had improperly signed the treasurers' names to 
financial stationery (warrants) 

One clerk's wife had improperly signed the names of the clerk and 
president to financial stationery (warrants) 

One clerk's wife made a practice of issuing warrants in payment 
of claims, without the knowledge or authority of the clerk. He 
explained : 'T gave her the dickens two or three times for that, 
but it don't seem to do any good" 



^8o OHIO STATE SCHOOL SURVEY REPORT 

Seventy-one per cent had issued w^arrants in payment of claims 
wfhich the minutes did not show^ had been allow^ed by the boards 

One clerk w^as paid by the board at the rate of $2.00 per day for 
each meeting attended including the transaction of the clerical 
work originating from that meeting. He was then allowed 10 
cents for each warrant he issued between meetings and 15 
cents per hundred words of correspondence attended to. It was 
found that this clerk, in order to obtain the additional compensa- 
tion, issued 90 per cent of the warrants between meetings. He 
stated that he did not count the words of correspondence at- 
tended to but made a guess at them. He convinced the investi- 
gator that he was a good guesser 

Twenty-eight per cent were drawing salaries for their services 
although the boards have set no salary for the clerk's services, 
according to the minutes 

One clerk wrote up the treasurer's record for him, merely copying 
from his own 

Three per cent had improperly signed the signature of the president 
to the record of minutes of meetings 

One clerk had written up the minutes of a meeting which had never 
been held 

Many clerks are keeping the minute record in a very careless man- 
ner and not as a permanent record should be kept. The following 
shows some of the careless methods used : 

Twelve per cent enter the minutes with a lead pencil 

Four per cent of the books were unsuited for the purpose used, 
their binding being such that ,the leaves were continually 
dropping out 

Thirty-four per cent of the minutes were unsigned by either the 
clerk or president 

Twenty-three per cent do not show the purpose for which special 
meetings were called 

Four per cent do not show that the minutes of the preceding 
meeting were read and approved 

Thirty-two per cent do not show where the meetings were held 
Forty-six per cent of the clerks attest the signature of the presi- 
dent before he has attached his signature 



RURAL BOARDS OF EDUCATION 28 1 

The carelessness evidenced by the above, proves conclusively that 
a large portion of school funds and records are handled in a hap- 
hazard manner. The present procedure of (i) shelving the respon- 
sibility for disbursing school money upon the clerks, (2) requiring 
no itemized statement from vendors, (3) presidents allowing the 
clerks to sign their (the presidents') signatures to financial station- 
ery or signing blank warrants themselves, and (4) treasurers allow- 
ing clerks to sign their (the treasurers') signatures in indorsing 
warrants to the depositories, breeds both carelessness and dis- 
honesty. An example of what might occur in any district, was 
discovered by a state examiner during the month of July, 1912. 
In this instance the examiner found that a wealthy resident had 
filled the office of township and school clerk for the past 20 
years and that during the past 3 years he had 

Forged the signatures of many prominent parties to warrants which 

he later cashed 
Raised the amounts that warrants were originally drawn for 
Padded the pay roll by carrying the names of dummy teachers 

Treasurers, expensive luxuries 

It was seldom indeed that treasurers, were found who knew anything 
of school business, other than the receiving and disbursing of 
school funds, and in many instances they knew nothing of this 
as the depository attended to all their affairs. In 80% of the cases 
examined it was found that the treasurer received the paid war- 
rants from the depository only once or twice each year and then 
posted them to his ledger. Treasurers as a rule receive more 
compensation for their services than the clerks and do practically 
no work. Treasurers' accounts are generally kept either by the 
depository handling the school funds or by the clerk, and war- 
rants to which the signatures of the presidents and clerks were 
improperly signed, were paid by the depositories without question. 
In one district it was found that the alleged signature of the 
president was continually being misspelled. Many a treasurer 
allowed the depositories to cash warrants without their passing 
through his hands. Two treasurers were found who were carrying 
the school funds around in their pockets and 2 were drawing 
them by personal check without the clerks issuing warrants. 
The treasurer as a safeguard for school funds in many rural 
districts is a joke and an unnecessary expense to the ditsrict 



282 OHIO STATE SCHOOL SURVEY REPORT 

School lands (section sixteen) 

Statistics prepared by Auditor of State A. V. Donahey, from a re- 
port made by Mr. M. H. Beard, who spent three and one-half 
years in investigating this subject for the state, show that 

The unsold school lands which are leased at present, bring into 
the school districts .?i4,oii.oo annually 

Few elected boards of trustees of school lands are serving at 
present 

Few boards of trustees or treasurers have been appointed by 
county auditors, although the law requires that they make these 
appointments if the people fail to elect 

Few treasurers are giving the $500 bond required by law 

Treasurers are drawing more compensation than they are entitled 
to 

Squatters are selling this land to innocent parties 

Minerals are being removed from under this land although this is 
against the wording of the leases 

Many of the original records of leases have been destroyed and 
much of this land cannot now be traced 

Using the statistics and leads furnished by the State Auditor, 
which he kindly turned over to the investigator, the unsold school 
lands in 3 counties were investigated and it was found that 

One treasurer has been holding the rental collected from these 
lands for the past 4 years, no effort being made to disburse it to 
the boards who are entitled to it 

One clerk and i treasurer are occupying parcels of this land at present, 
paying no rent, although elected to look after it. The treasurer 
referred to has recently built a $2,500 home upon the parcel he is 
occupying 

The land is under appraised, and much of it has never been ap- 
praised since the original leases were granted. The following ex- 
amples are cited : 

One piece investigated was appraised at $1.50 per acre and the 
annual rental amounted to 9 cents per acre. This lessee 
claimed to be the owner of the land and produced a warranty 



RURAL BOARDS OF EDUCATION 283 

deed, which showed that he had paid $600.00 or $10.50 per 
acre for the land. This lessee stated that he was receiving 
royalty for the coal mined under this land at the rate of i 
cent per bushel and that it brought him in from $3.00 to $4.00 
per day. He then asked if there was anything against the land 
and admitted that he knew he was taking a chance when he 
purchased it, but didn't think that anyone would bother him 
One lessee offered the investigator 16 acres of this land for 
$4,000, stating that he had been working it on shares and 
that it brought him in about $500 per year. No rental has 
been paid on this parcel for the past 4 years and before 
that time the appraised valuation was the same as it had been 
when the original lease was granted 

Wherever coal is found under these lands it is being mined 

Rents in i township have not been collected since 1883 while 
in another, no one knows when they stopped collecting 

Books of the treasurers and clerks have been mislaid or destroyed 
land where the records were found it was seldom that they cov- 
ered a period greater than the last 15 years. One clerk when 
questioned as to whether he was still clerk, stated that he didn't 
know. When asked if he knew if anyone else had been elected 
or appointed, he didn't know that. He was then asked if he 
still had the records or whether he had turned them over to 
anyone. In reply he stated "I am not feeling well and when I 
get better, I will look around and see if I can find them". These 
records were located 3 days later and an examination of them 
showed that this clerk was occupying 4 lots of school land in the 
village and had paid no rental for 6 years, nor had any effort been 
made to collect rental from any of the other lessees during that 
period. 

In I township the lessees were willing and anxious to pay rental 
on these lands, but claimed there was no one elected or appointed 
!who was authorized to receive this money. This case was taken 
up with the county auditor and he laughed and stated that if 
they wanted anyone appointed, they would have to appoint him 
from Columbus, as he wasn't going to do it 

County auditors are ignorant of the law governing school lands 
and make no effort to appoint trustees or treasurers when these 
officials are not elected 



284 OHIO STATE SCHOOL SURVEY REPORT 

In I township it was found that the lessees have been paying 
their rental up to 191 1, but the treasurer's records do not show 
that all of this money has been accounted for by him. In this 
instance the lessees were visited and their receipts examined. 
These receipts are signed by the treasurer but his ledger does 
not show the corresponding amounts as having been received 

In another township a merchant is looking after the land and 
is collecting the rentals and disbursing the receipts to the various 
boards entitled to them. This man stated that although he had 
never been elected or appointed that he knew of, and had 
given no bond, he was willing to do all in his power to keep 
land finances straight. He was charging 10% commission on all 
collections made. The law allows but 1% on the disbursements 

In every township visited, with a single exception, it was found 
that this land has been sold to innocent parties, by the lessees, 
and in almost every case, warranty deeds had been given 

In one instance the land, although shown in the county records 
as leased school land, had a mortgage of $1,600 filed against it 

The investigation developed the fact that in i township 50 acres of 
of this land had been ofifered for sale, 48 acres in i county and 2 
acres in another. In tracing the title of this land, it was found 
that the Court of Common Pleas had declared a partition of this 
land, although it is still state property 

Forms and records for school accounting 

The forms provided for use at present are adequate for all of the 
present needs of school accounting, with the single exception that 
there should be i additional column which would care for the 
payment of loans. As an example of this need, the following 
is cited : 

School boards may not have sufficient money in their tuition 
fund to meet all of their obligations for teaching for the term. 
A sum of money will be borrowed and when repaid will be 
charged against the tuition fund, although this money has 
already been charged to this fund as it was disbursed in pay- 
ment of teachers' salaries. This procedure makes the annual 
financial statement of the clerk to the county auditor mis- 
leading, as the amount shown as disbursed for tuition, will be 



RURAL BOARDS OF EDUCATION 285 

in excess of the actual amount paid for teaching, including 
both the loans and the actual disbursements for teaching or 
tuition. The Bureau of Inspection and Supervision of Public 
OfBces deserves much credit for installing the present system 
as it is clear and understandable and clerks and treasurers 
should have little or no trouble in following the procedure 
prescribed 

Conclusions 

In summing up the general conditions in accounting for school funds 
as they are kept at present, they show that the procedure provided 
is good, but that this procedure is not being followed by the 
officials of many school boards. While the system provides that 
all moneys disbursed must be (i) allowed by the board in regular 
session and then (2) warrants drawn in favor of the payee for the 
same and signed by the president and clerk and then (3) endorsed 
over to the depository by the treasurer, the procedure which is 
actually followed by a majority of the township and special dis- 
tricts is that 

The clerk draws warrants in payment of claims as soon as pre- 
sented, without awaiting the action of the board. Sometimes 
these claims are taken up at the next meeting of the board, but 
more often they are never presented 

The president either signs blank warrants ahead, or authorizes 
the clerk to sign his (the president's) name to them, if he, the 
clerk, desires to issue warrants between meetings 

The treasurer instead of endorsing these warrants over to the 
depository, generally has an understanding with the depository 
and attaches his signature to them, once or twice a year, after 
they have been paid 

Some clerks allow their wives to keep their records for them and 
in some of these cases the wife is allowed to sign the name of 
both clerk and president to the warrants and issue them before 
action is taken by the board 

Rarely indeed are vendors required to submit an itemized bill 
to substantiate their claims 

Nine per cent of the depositories refuse to give bond to protect the 
school boards', deposits 

Five per cent of the bonds given by depositories are too low and 
do not cover the amount deposited at all times 



286 OHIO STATE SCHOOL SURVEY REPORT 

The laxness of the procedure followed by many of the boards is 
entirely due to carelessness, but by following the procedure as 
they do at present, practically all of the checks, which have been 
furnished by law to protect and safeguard the disbursing of 
school money, have been removed 

No efforts are being made by 60% of the county auditors to 
make accurate statements or reports of financial conditions of the 
rural schools to the State Commissioner of Common Schools. The 
auditors merely fill in the blanks provided and let them go, without 
making any effort to check up the information given to see that 
it is correct 

If the present conditions, in regard to the procedure followed in 
controlling school lands, are allowed to continue, it is only a ques- 
tion of time until these lands will be entirely lost track of by the 
state. It is conservatively estimated by the Auditor of State that 
the school districts are losing $50,000 annually. The refusal of 
county auditors to appoint trustees and treasurers of these lands, 
when they are not elected and the further lack of interest of these 
trustees and treasurers when they are elected or appointed, show 
conclusively that some step must be taken immediately to reclaim 
this land and to get for the children of this great state, their rightful 
inheritance. Even an additional $50,000 would mean much to the 
rural schools in teachers and improved buildings 

How conditions may be bettered 

In order to place the accounting system of the school boards on an 
efficient and economical basis it will be necessary to repeal or 
amend certain sections of the laws of the state, which govern the 
present accounting procedure. Two systems are suggested, either 
of which, will require but few changes in the present laws or the 
established procedure. These systems will 

Simplify the present procedure 

Give the State Auditor control over the accounts of each board 
and allow him to keep in touch with each district as to its 
indebtedness and the prices paid for various supplies, so that 
he can advise the board if he finds the district is being gouged 

Save each board from $10 to $100 per annum, according to the 
amount of work done for them by the auditor's department 

Control the work of the clerks so that the present laxness cannot 
exist 



RURAL BOARDS OF EDUCATION 287 

Allow for the payment of claims more promptly 

Make payments by vouchers which may be cashed anywhere 

Do away with the present system of examination by the Bureau 
of Inspection and Supervision of Public Offices 

Permit the borrowing of school funds at a reasonable rate of 
interest, from the Treasurer, instead of borrowing from outside 
parties as at present 

Guarantee that a reasonable rate of interest be paid on school funds 
deposited 

System number i 

This system would require that the present forms, with the excep- 
tion of warrants, be used by the clerk, that the office of treasurer 
of the board be abolished, that the present system of local de- 
positories be discontinued and that 

1 The county auditor and treasurer transfer the funds due each 
school bocird to the State Treasurer, instead of to the boards 
as at present, advising the State Auditor and the clerk of the 
amount placed to the credit of each board 

2 The Auditor of State will keep a ledger account with each 
township school board on forms similar to those used by the 
treasurers of the boards at present 

3 School boards will allow bills as at present, using the yea and 
nay vote, but requiring that these bills be submitted to them, 
in itemized form, on a regular voucher which will be fur- 
nished by the Bureau of Inspection and Supervision of Pub- 
lic Offices and the vendor will certify upon the voucher that 
the supplies, materials or labor were furnished by him 

4 After the allowing of the claim, by the board, the president 
and clerk will sign the same after certifying that (a) there is 
sufficient money in the fund drawn against to meet the claim 
(b) the board allowed the bill while in regular session 

5 This voucher will then be payable at any bank in the state 

and will be taken up by the Treasurer the same as other state 
vouchers. The voucher will then be audited by the State 
Auditor and the amount debited to the school board 

6 The statement of receipts and disbursements now prepared 

by the clerk for the county auditor, will be sent to the State 



288 OHIO STATE SCHOOL SURVEY REPORT 

Auditor who in turn will make the statement of receipts and 
disbursements of school funds to the state Superintendent of 
Public Instruction, thus insuring accurate statistics 

7 The State Treasurer should deposit this money where it will 
be safe and yet yield a good rate of interest and this interest 
should be credited to the various boards according to their 
balances on hand. He should also arrange some method of 
loaning funds to boards in need, at the same rate of interest 
which is being received on deposits 

While this system will make it unnecessary to have state examin- 
ers in the field to examine the school accounts, it will be neces- 
sary to have more clerks in the Auditor's office to conduct these 
audits. Two good bookkeepers would be able to handle the addi- 
tional bookkeeping. The expense of this work should be charged 
to the various boards and it is safe to say that the cost would 
be only a small fraction of that now paid to school treasurers 
and the accounts would be properly kept 

System number 2 

System number 2 is identical with that described above with the 
exception that the county auditor and treasurer act instead of 
the state officials. By using this system it would still be neces- 
sary to have ^tate examiners. The benefits derived from the 
first system would be much greater than from the second 

School lands 

School lands should be reclaimed and to do this it will be necessary 
first to trace from each township and county record the amount 
of land that has been sold by the state and the amount of unsold 
land and who is occupying it. This should then be traced down 
to find out if the present lessees are or have been delinquent in 
their rental payments, and if they are or have been, they should 
be ousted. There is no doubt but that the school districts are 
entitled to many hundreds of thousands of dollars in back rents, 
which should be collected 

As the present method of handling this land has proved itself bad, 
it should be abolished by law 




All in one family 




All the Children in the District 



> 



-^ -: - - \-. 



XX CONSOLIDATION AND CENTRALIZATION OF 

SCHOOLS 



Past progress in consolidation and centralization of 

schools 

The first centralized school in Ohio was established at Kingsville in 
Ashtabula County, in 1892. The reports of the county auditors to 
the state Superintendent of Public Instruction in 1912-1913 give 
the number of centralized and consolidated schools at 192. 
In the north-east agricultural division centralization has advanced 
rapidly, the number in this district being 59. The south-east dis- 
trict has 3, the south-west 12 and the north-west 10 centralized 
schools 

Consolidation or partial centralization has made considerable head- 
way; 212 of such schools are now in existence, distributed among 
the agricultural supervision districts as follows : 

North-western 46 
North-eastern 80 
South-eastern 35 
South-western 51 

The reports of the county auditors to the State Commissioner of 
Common Schools would seem to indicate that the growth of cen- 
tralization has not been regular. Since 1907 there have been 2 
periods of rapid increase and i period of apparent decline 

The apparent fluctuations have probably been due either to incom- 
plete reports or variations in interpretation of the term centraliza- 
tion. Two generalizations can safely be made : 

1 That we are now in a period of healthly growth 

2 That there is room for much more centralization in Ohio 

Need of further centralization and consolidation 

The number of one-room township schools and the number of 
special districts are not accurately known, while statistics as to 
attendance of individual schools are not required of county auditors 

19 s. s. (289) 



290 OHIO STATE SCHOOL SURVEY REPORT 

The county auditors were appealed to for information with regard to 
the number of school rooms with very small attendance. Of the 
88 county auditors, 28 answered promptly. From their answers it 
appears that in 28 counties there are 36 school rooms with an en- 
rollment of less than 5; 147 with from 5 to 10; 408 with from 10 
to 15; 618 with from 15 to 20; 725 with from 20 to 25; and 776 with 
25 or over. At the same rate there would be in the state as a whole 
115 school rooms with an enrollment of less than 5; 600 with an 
enrollment of less than 10; 1,800 with an enrollment of less than 15; 
and 3,900 with an enrollment of less than 20 

Ten per cent of the 605 rural and special district schools visited had 
an enrollmet of less than 10 and 31% an enrollment of less than 
15. One school visited had no children in attendance for 2 
successive days. On the third 2 children, the total membership, 
appeared. In another school the total membership consisted of 
2 four-year-old and 2 six-year-old children. The per capita 
cost of education in a school with a membership of less than 10 is 
immense, and as teachers in such schools are hired at the minimum 
rate and as the whole life of such schools is, in most cases, dull and 
spiritless, the educational return is extremely meagre. One 
teacher in a very small school declared her intention of leaving on 
account of the deadly monotony, and expressed an opinion that the 
only cure for the present inefficiency of the schools in the district 
was centralization. This teacher is simply one of many 

Possibility of future progress in centralization and 

consolidation 

In the greater part of the northwest the country is level and the roads 
are good. In the northeast district centralization has already made 
great strides. The wealth of the rural districts as shown by the tax 
duplicate is great. To a less degree the same is true of the south- 
west district. In the southeast district the problem is more diffi- 
cult. The roads in many sections are almost impassable at some 
periods of the year. The country is hilly. In large areas, the 
wealth of the district lies under the ground, but does not directly 
contribute to the support of schools in these areas, etc. In many 
cases centralization or consolidation is made difficult by the town- 
ship lines, which were not drawn to suit topographical conditions but 
to suit the map-maker's and surveyor's convenience. Even here, 
however, much can be done by redistricting and by effecting the 
consolidation of 2 or more one room rural schools, rather than 
by attempting complete centralization 



CONSOLIDATION AND CENTRALIZATION 29I 

There are in the state approximately 550 miles of brick roads, 60 miles 
of concrete, 10,000 miles of macadam, 14,000 miles of gravel, and 
64,390 miles of dirt. The field survey disclosed that of the 229 
schools reported on, 10 were approached mostly by brick, 72 by 
macadam and 119 by gravel roads, while iii could be reached from 
at least i direction by dirt roads only. As dirt roads are replaced 
by roads of better type centralization will become more and more 
possible and as centralization and consolidation are more and more 
promoted, good roads will be more and more in demand. Cen- 
tralization and good roads must go hand in hand 

In many cases one room rural schools are less than a mile apart. 
Of the 605 tqwnship and special district schools visited during the 
survey, at least 16.5% were within a mile of other rural schools 

Constructive suggestions 

In view of the fact that the rural problem is also distinctly a city 
problem, because inefficiency in rural education must react sooner 
or later on the efficiency of cities, whose population is largely re- 
cruited from the country and whose food comes entirely from the 
country, it is recommended that 

1 The state pay half the cost of transporting pupils in rural districts, 
up to $100 for any one district 

2 That special subventions be paid for special services rendered by 
centralized and consolidated schools, according to a plan set forth in 
Section XXII of this report 

3 That the agricultural supervisors be especially required to further 
centralization and consolidation wherever possible, inasmuch as 
centralization and consolidation will contribute more largely to 
effective agricultural education than any one other agency 

4 That the deputy state superintendent of public instruction be as- 
signed as his most important duty, the supervision and management 
of the centralization movement 



XXI STATE AID TO COMMON SCHOOLS 



The report of the School Revenue Commission to the Ohio State Teach- 
ers Association in 1907 contains an exhaustive article by Dr. Henry 
G. Williams, Dean of the State Normal College, Athens, Ohio, on the 
"Collection and Distribution of School Funds". The statistics in this 
report were brought down to 1906. In order to see whether the con- 
clusions reached by Dr. Williams in 1907 would hold now, the statis- 
tics were brought down to 1912. The result of the study showed that 
his statement that, "We are therefore doing less as a state for schools 
than we did prior to 1872" is even more true now than it was in 1907 

The annual report of the State Commissioner of Common Schools for 
1906, gives $20,971,041.15 as the total annual expenditure for schools. 
The 19 12 report gives $31,031,677,77 as the total annual expendi- 
ture for schools an increase of 48%, During the period from 1906 
to 19 12 inclusive, state payments to common schools have increased 
from *$2,i33,450.7o to $2,492,106.71 an increase of but 16.8%. The 
total state expenditure for education has gone up from $2,901,055.00 
to $3,400,405.49, an increase of but 17,2%, During the same period 
the total state disbursements for all purposes have gone up from 
$8,531,295.40 to $13,657,953.05 an increase of 60%, Thus though 
the total state expenditure has increased 60% the state expenditure 
for education has increased but 17% and the aid to elementary and 
high schools less than 17%. 

Taking the latest figures available the total amount spent on schools is 
40% of the total tax levy or about 33% if the expenditure for sites 
and buildings is excluded, vv^hile the annual state expenditure for 
common schools is less than 18% and for all education is less than 
24% of the total state annual receipts exclusive of balances and less 
than 19% and 25% respectively of the total annual state expenditure 

If education is a state affair and if it is the duty of the state to insure 
proper schooling to all children it is surely incumbent on the com- 
monwealth to readjust its scheme of state aid. The most recent 
figures show that the payments from the state common school 
fund are doing considerably more than in 1906 — as shoiwn by 

^Figures furnished by courtesy of the State Auditor's Oifice 

(292) 



STATE AID TO COMMON SCHOOLS 293 

Dean Williams' paper — toward equalizing the burden of support- 
ing the schools, but the archaic system of distributing this fund 
according to the number of enumerated youth, whether in or out 
of school, instead of the number of children being actually educated, 
is the cause of grave inequalities and injustices. At present many 
communities are rewarded according to the number of youth not 
in attendance at school, rather than according to the number of 
children in school. The payments of the state to local communities 
should approximate more nearly the extent and value of the services 
rendered to the state. So long as the method of distributing state 
aid makes it immediately more profitable for districts not to enforce 
the compulsory attendance law, just so long will state aid fail to 
secure ioo% of that service to the state which is the only warrant 
for its being given. Instead of weak districts being the only ones 
which receive aid under the present system, some wealthy cities re- 
ceive relatively an extremely high state payment per pupil actually 
in school — i. e. per child for whom the municipality is actually in- 
curring expense. Changes since 1906, do not affect the validity of 
the analysis of the present system made in Dean Williams' report 



XXII STANDARDIZATION OF SCHOOLS RATHER 
THAN OF PUPILS AND STUDENTS 



Constructive suggestions 

To further the effective standardization of educational institutions 
of all kinds supported by the state, and to encourage schools to at- 
tempt to reach higher standards of efficiency, the following sug- 
gestions are made : 

That 2 classes of one room rural schools be established, first and 
second, the class to be determined according to standards set 
by statute and raised from time to time by the state Superintend- 
ent of Public Instruction 

That one room rural schools of the second class receive no state 
subvention save their regular apportionment of the common 
school fund or any payments made by the state under the pro- 
visions of law authorizing payments to poor districts 

That each one room rural school of the first class be paid from 
the state funds an annual subvention of $25 to help pay the ex- 
penses of the additional apparatus, etc., required by the standard 
set by the state Superintendent of Public Instruction 

That 2 classes of rural and village schools with more than ond 
teacher be established, first and second, according to standards 
set by the state Superintendent of Public Instruction and that 
subventions from the state be paid to these schools according to 
a definite schedule, say of $50 per annum to the second class, and 
$100 to the first class 

That the charter of the third grade high schools be continued but 
that boards of education in districts maintaining a third grade 
high school only, be required to pay the tuition of any pupils, 
holding certificates of graduation from elementary schools, who 
desire to attend first grade high schools in other districts, during 
any year or years of the high school course 

That graduates from any second class one room rural school shall 
be entitled to admission to high schools on the certification of the 
district superintendent 

(294) 



STANDARDIZATION 295 

That graduation from any first class one room rural school or any 
graded rural school shall entitle a pupil to admission to any high 
school without examination after Sept. ist, 19 15 

That graduation from any first grade high school shall entitle any 
student to admission v>^ithout examination to any state aided 
institution of higher learning after Sept. i, 1915 

That graduation from any state aided institution giving two year 
or four year courses for the training of teachers shall entitle a 
student without examination to a four year provisional teachers' 
certificate, elementary or high school as the case may be 

That the standardization of and state subvention to the elementary 
schools in the rural and village districts should be carried out on 
a plan similar to the following : 

Requirements for second class one room rural elementary schools 

Clean building and yard 

Building in good repair 

Separate screened privies for each sex 

Requirements for second class one room rural elementary schools 

Clean building and yard 

Building in good repair 

Inside toilets or separate screened privies for each sex 

Maps of Ohio and United States 

Library of not less than 50 volumes 

100 square feet of slate or composition blackboard, at least one- 
half of which must be within 2 feet of the floor 

A system of heating with ventilation, — minimum, a jacketed stove 

Buildings hereafter constructed to have in connection with 
them not less than one acre of land for organized play 

Teacher with three year certificate 

Agricultural apparatus to a value of at least $15 



296 OHIO STATE SCHOOL SURVEY REPORT 

Requirements for second class consolidated elementary schools 
in rural and village districts 

Clean building and yard ^ 

Building in good repair 

Inside toilets or separate screened privies for each sex 

A case of not less than 6 maps including a map of Ohio 

Library of not less than lOO volumes 

One hundred square feet of slate or composition blackboard, at 
least one-half of which must be within 2 feet of the floor 

A system of heating with ventilation, — minimum, a jacketed stove 

Buildings hereafter constructed to have at least 2 acres of land 
for organized play and agricultural experiment 

Not less than 2 rooms and 2 teachers on full time, one of whom 
•^ must have at least a three year certificate 

f One teacher to be employed for 10 months each year giving 

part of his or her time during the school year to the teach- 
ing of agriculture or domestic science or both, and during 
part of vacation supervising agricultural work of boys or 
domestic art work of the girls 

Agricultural apparatus to the value of at least $25 

Requirements for first class consolidated elementary schools in 
rural and village districts 

Clean building and yard 

Building in good repair 

Inside toilets or separate screened privies for each sex 

A case of not less than 6 maps including a map of Ohio 

Library of not less than 150 volumes 

100 square feet of slate or composition blackboard, at least one- 
half of which must be within 2 feet of the floor 

A system of heating and ventilation — minimum, a jacketed 
stove 



STANDARDIZATION 297 

Buildings hereafter constructed to have at least 3 acres of land 
in connection with each school, one for agricultural and 
school garden purposes 

A course in domestic science 

Two teachers to be employed for 10 months each; one teaching 
agriculture during the school term and supervising agricul- 
ture during part of the vacation; the other to teach domes- 
tic science during the school term and to supervise domestic 
science instruction during part of the vacation 

Agricultural and domestic science apparatus to the value of 
at least $100 

The state Superintendent of Public Instruction should be author- 
ized to have manufactured metal placards for the various grades 
of schools 

Boards of education should be authorized to place the placards on 
the various school buildings 



RESUME 



The work of the office of the state Superintendent of Public Instruc- 
tion is hampered by lack of room, necessary equipment and ade- 
quate inspectorial and clerical force. The superintendent himself 
is forced to devote a large part of his time to office detail 

The department should be provided at once with more space (it now 
has but 3 rooms, 2 of these, very small), more equipment for filing 
and preserving records and more office force so that the state Super- 
intendent of Public Instruction can devote his time to larger matters 
of policy 

Many rural districts and some village districts are inadequately super- 
vised 

A system of state wide and as nearly as possible full time supervision 
should be inaugurated providing for combined county and district 
supervision applying to all school districts outside the cities 

The present method of certifying teachers is too cumbersome and puts 
a premium on ability to pass written examinations 

Many grades of certificates should be abolished and every candidate 
for teachers' license should be required to pass a classroom test 

Large numbers of teachers in rural, village and small city districts 
have no professional training and even no academic training above 
the high school 

A state aided system of teacher training in connection with first grade 
high schools in rural and village districts should be established. 
Summer schools for teachers should be standardized and increased 
in number. Teachers' institutes wherever retained should be re- 
organized and strengthened 

Much good instruction was observed in all grades of schools, but in 
many and widely separated districts the need of careful supervis- 
ion was very evident 

(298) 



RESUME 299 

Many schools of all grades were deficient in necessary academic and 
hygienic equipment. This was not always due to lack of funds as 
neighboring districts of similar financial standing often differed 
widely as to amount and character of equipment 

Many schools, particularly rural schools are in unsanitary condition. 
In many cases privies especially in some township districts are in 
a disgraceful condition. Ideal condition as to cleanliness in i dis- 
trict may exist side by side with exactly opposite conditions in a 
neighboring district 

All schools should be compelled to come up to a decent standard of 
cleanliness and academic and hygienic equipment 

Good examples of ventilation, heating and lighting are found in all 
grades of schools, but undesirable conditions are widespread 

The salaries of teachers are inadequate in many schools particularly 
in rural districts. Other living conditions are often not of a nature 
to tend toward length of service in the profession 

Outside cooperation with public schools is comparatively rare and 
except in the cities the social use of school buildings is infrequent 
although there are some outstanding examples of social center work 
in rural communities 

A wide spread revival of the use of school buildings as community 
meeting places is demanded in the interest of the social life of rural 
communities. Such a revival would go far toward, on the one hand 
solving the problem of retaining good teachers in rural districts, and 
on the other increasing the interest of patrons of rural schools 

Many rural boards of education are breaking school laws by non-en- 
forcement of the compulsory attendance law, by refusing to pay 
teachers for janitor service and attendance at institutes and by 
maintaining school for less than 32 weeks per year 

Boards of education should be compelled to obey all state laws on pain 
of non-participation in state funds 

Too many exceedingly small schools are maintained in the state. 
Such schools are always expensive and in the main inefficient 

Consolidation and centralization should be encouraged whenever prac- 
ticable. Wherever the one room school is the most practicable, and 
this is often the case, it should be the best possible one room school. 
A good one room school may be made efficient and is always better 
than a poor or fair graded school 



300 OHIO STATE SCHOOL SURVEY REPORT 

No schools except high schools are effectively standardized 

All schools should be standardized and the graduates of lower schools 
should be eligible for admission to a higher school without state 
examinations. Institutions should be standardized rather than stu- 
dents or pupils. All standardization should be concerned with the 
quality as well as with the quantity of work done, and the greatest 
freedom should be allowed each individual school to develop its in- 
dividually along the line of service to its community 

Respectfully submitted 

,M. Edith Campbell Horace L. Brittain, 

William L. Allendorf Director of Survey 

Oliver J. Thatcher, Chairman 

Commissioners 



APPENDIX A 



The thanks of the School Survey Commission and the Director of Sur- 
vey are due to all those men and women who assisted them in their 
work by criticizing survey forms, taking part in the field work, donat- 
ing illustrative material, making special studies and criticising the con- 
structive suggestions of the report. Without their assistance the study 
would have been impossible. The number of those who took part in 
formulating and criticizing the constructive suggestions is so large 
that no list can be published. Below are given lists of those who took 
part in the work in other ways. If anyone who assisted in the sur- 
vey find his name absent from these lists, he may be assured that the 
omission was due to inadvertence and not to any failure to appreciate 
his work 

Some of the men and women who criticized field forms 

Dr. William H. Allen, Director, Bureau of Municipal Research, New York 

Russell H. Allen, Polytechnic Preparatory, Brooklyn 

William A. Averill, New York Bureau of Municipal Research 

Dr. W. C. Bagley, Director, School of Education, University of Illinois 

Supt. E. L. Cofifeen, Lyman School for Boys, Mass. 

Supt. C. J. Brewer, Chippewa Falls, Wis. 

A. H. Keyes, New York Bureau of Municipal Research 

Prof. J. E. Kirshman, North Dakota Agricultural College 

A. N. Farmer, State Board of Public Affairs, Madison, Wis. 

E. A. Fitzpatrick, State Board of Public Affairs, Madison, Wis. 

William E. Grady, Principal, Manhattan Public School No. 64, New York 

Frank W. Miller, State Superintendent of Public Instruction, Ohio 

T. W. Metcalfe, School Editor, New York Globe 

Mrs. Josephine C. Preston, State Superintendent of Public Instruction, Washington 

John F. Putnam, Port Chester High School, New York 

Supt. W. A. Sterling, North Yakima, Washington 

Prof. A. M. Stowe, Depauw University, Indiana 

Dr. A. E. Winship, Editor, Journal of Education, Boston 

Field workers : members of university, college and normal school 
staffs who organized or carried on field work; students of education 
with rural school experience* who assisted 

Ashland College D. B. Erbaugh 

M. Barr Prof. L. L. Garber 

E. V. Carpenter Prof. E. E. Jacobs 

*Some students had not had rural school experience but most of these had 
taught in other schools 

(301) 



302 



OHIO STATE SCHOOL SURVEY REPORT 



J. B. Lambert 

O. E. Loeman 

J. E. Potts 

Louis J. Stine 
Buchtel College 

Prof. J. C. Rockwell 
Denison University 

Prof. C. D. Coons 

Adin A. Grubb 

Anna Hutchison 

Alice Hutchison 

Mildred Moore 

Bess Nicolls 

Chas. W. Prine 

Grace Shenberger 

A. K. Wheeler 

J. L. Wright 
Kent State Normal School 

Prof. J. W. Dinsmore 

Prof. H. L. Eby 

Prof. L. S. Hopkins 

Dean J. T. Johnson 

Prof. J. E. Layton 

Prof. Lida Layton 

Prof. G. E. Marker 

Pres. J. E. McGilvrey 

Prof. David Olson 

May H. Prentice, Director of 
Training 

Oberlin University 

Nellie L Douglas 

H. H. Hester 

Philip C. King 

Edith Malin 

Dean E. A. Miller 

Walla M. Russell 
IVIount Union-Scio College 

A. C. Eld ridge 

M. S. James 

H. C. Leonard 

Pres. W. H. McMaster 

W. B. Ruggles 
Muskingum College 

S. B. Copeland 

Eva E. Gray 

Jesse Keyser 

Prof. C. J. Marshall 

L. C. McCann 

Fred T. Mitchell 

J. W. Teener 

Margaret Wilson 



Ohio Northern University 

Weltha Bricker 
Earl W. Combs 
H. P. Curry 
Thomas DeLong 
Prof. J. E. Dobbins 
Rebecca M. Grabiel 
Alice Gott 
Esther Hawes 
Oscar Hibner 
G. T. Howe 
L. H. Houpt 
Hope Hutchinson 
Augustus Karnes 
G. H. Knappenberger 
Selma Kuhlmann 
G. E. Li est 

Dean C. C. McCracken 
M. Mollenkopf 
Russel O. Moore 
R. L. Owens 
lone Price 
H. W. Rogers 
Ruth Shaw 
S. M. Tuttle 
Alice Warner 
Galen Yeashing 
Ohio State University 
Gertrude Bartlett 
Ida Basinger 
Eunice Bowser 
Dean W. W. Boyd 
Prof. G. A. Bricker 
C. F. Class 
M. B. Collins 
H. C. Copeland 
Prof. C. C. Coontz 
Flora Crawford 
Chas. E. Doust 
R. C. Gephart 
Prof. A. B. Graham 
Glenna Hesse 
C. B. Henry 
Sina A. Kirby 
Mary E. Kline 
Edwin G. Knefifer 
Helen Livingston 
Ida Maddox 

Josephine Matthews, Instructor 
Flora McCampbell 
L. D. Mcllroy 
Mabel Miskimen, Instructor 



APPENDIX A 



303 



H. W. Nisonger 
J. N. Pinkerman 

F. J. Ryan 

E. G. Spahr 
Sarah E. Stimmel 
Prof. K. D. Swartzel 
Elizabeth Sweatman 
Alice Swisher 

Prof. Eldon Usey 
J. P. Walker 
Ohio University 

A. W. Blizzard 
Wm. R. Blumenthal 
O. P. Clutts 

G. W. De Long 
Jennie F. Dowd 
Pres. Alston Ellis 
Prof. W. L. Card 
J. O. Grimes 
Loring Hall 

Prof. F. C. Landsittel 

Prof. C. L. Martzolfif 

Blanche McDill, Critic Teacher 

F. H. McVay 
R. L. Morton 
Jesta M. Richards 
E. R. Richards 

Prof. John J. Richeson 
Dean Henry G. Williams 
Miami University 
Blanche Altman 
John Ankeny 
Jesse Battin 
Elma Beerbower 
Dean B. M. Davis 
Paul Dildine 

Mary D. Finch, Critic Teacher 
Florence Frie 
Lena Gottschalk 
Sylvia Griswold 
Nellie Kiester 
Prof. Anna E. Logan 



Prof. A. L. Mathews 

C. E. Miller 

Cleomine Mull 

Helen O'Connor 

Orville Powers 

Sue J. Rowan 

Margarite Royal 

John Schwartz, Principal 

J. Warren Smith 

F. R. Sowers 

W. E. Steiner 

O. S. Thacker 
Western Reserve University 

Prof. D. C. Mathews 
Wooster University 

Prof. W. J. Gifford 

J. L. Mason 

R. B. Snell 

A. L. Walker 
Wilmington College 

Prof. F. R. Elliott 

Prof. Marion Hollingsworth 

Prof. Waldo Woody 
Others 

Louise Becker 

J. R. Clarke 

J. L. Clifton 

H. L. Goll 

S. A. Harbourt 

Hon. G. M. Hoaglin, Member of 
Legislature 

L. S. Ivins 

Candus Martzolff 

W. A. McCurdy 

Mrs. Frank W. Miller 

Frank W. Miller 

Hon. G. M. Morris, Member of 
Legislature 

C. E. Oliver 

Bettie Wilson 

J. W. Zeller 



Donors of cuts and plates 

Prof. A. B. Graham, Director, Agricultural Extension Department, Ohio State 

University 
Dean Henry G. Williams, Editor, Ohio Teacher 
Principal E. B. Mclntyre, Springfield, Ohio 
State Y. M. C. A. County Department 
State Highway Commission 
J. R. Clarke, State Supervisor of Agriculture 



304 OHIO STATE SCHOOL SURVEY REPORT 

Men and women who made or assisted in making special studies 

Marie Bird, Teacher, Delaware 

Beatrice Brophy, Student, Normal School, Columbus 

F. G. Boudreau, M. D. Staff, State Board of Health 

Supt. E. J. Brown, Dayton 

Homer C. Brown, D. D. S. President National Dental Association, State Board 

of Health 
Helen Butler, Student, Normal School, Columbus 
Alma J. Cantoe, Director, Avondale Kindergarten, Cincinnati 
Mildred Chard, Student, Normal School, Columbus 
Fannie M. Clark, Teacher, Delaware 
J. R. Clarke, State Agricultural Supervisor 
Supt. R. J. Condon, Cincinnati 

Paul E. Cromer, Principal, High School Arlington 
Maud Currie, Student, Normal School, Columbus 
F. R. Chapman, D. D. S. Secretary, State Dental Association 
Supt. C. B. Darby, Plain Township, Franklin County 
C. H. Dishong, Teacher, Columbus 
Dorthy Forward, Teacher, Delaware 
Emma Downey, Teacher, Logan 
Ruth Dildine, Student, Normal School, Columbus 
Ethel M. Dean, Student, Normal School, Columbus 
C. O. Dustin, Bureau of Municipal Research, Dayton 
Winifred Edwards, Teacher, Delaware 
Ruth Fondersmith, Student, Normal School, Columbus 
Supt. Clark FuUerton, Frankfort 
Adella Gall, Student, Normal School, Columbus 
H. L. Goll, State Agricultural Supervisor 
Harriet C. Gillilan, Teacher, Delaware 
Supt. A. R. Gilliland, Malta 
Prof. A. B. Graham, Director Agricultural Extension Department, Ohio State 

University 
S. A. Harbourt, State Agricultural Supervisor 
E. R. Hayhurst, M. D. Staff, State Board of Health 
Jennie Harmon, Teacher, Columbus 
L. S. Ivins, State Agricultural Supervisor 
Ruth Jones, Student, Normal School, Columbus 
Edith M. Keller, Teacher, Delaware 
Anna Kenny, Student, Normal School, Columbus 
Annie F. Kellogg, Teacher, Delaware 
Ruth King, Student, Normal School, Columbus 
Gertrude Lanx, Student, Normal School, Columbus 
Ruth Le Crone, Student, Normal School, Columbus 
Jessie Lentz, Student, Normal School, Columbus 
Bess Long, Student, Normal School, Columbus 
Arch Mandel, Bureau of Municipal Research, Dayton 
Irene Metzger, Student, Normal School, Columbus 
Emma McCann, Teacher, Delaware 

R. E. Miles, Director, Bureau of Municipal Research, Cincinnati 
S. K. Mardis, State School Improvement Federation 



APPENDIX A ■ . 305 

E. F. McCampbell, M. D., Secretary, State Board of Health 

W. A. McCurdy, State High School Inspector 

T. M. Muir, Principal, Myrtle Avenue Public School, Youngstown 

C. E. Oliver, State High School Inspector 

Supt. W. N. Parks, Carlisle, Elyria and Ridgeville Townships, Lorain County 

Abigail Patterson, Teacher, Delaware 

Grace Pearsall, Student, Normal School, Columbus 

Mary L. Pratt, Teacher, Delav/are 

Inez Richey, Student, Normal School, Columbus 

Alice Rohe, Student, Normal School, Columbus 

Asst. Supt. E. D. Roberts, Cincinnati 

Estella Schart, Student, Normal School, Columbus 

Supt. J. A. Shawan, Columbus ' ' 

Margaret A. Sutherland, Principal, Normal School, Columbus 

Louise Stitt, Teacher, Wadsworth 

Florence Swisher, Teacher, Delaware 

H. D. Swygert, Statistician, State Department of Public Instruction 

Mary E. Thomson, Teacher, Delaware 

Ruth Turnbull, Student. Normal School, Columbus 

L. D. Upson, Director, Bureau of Municipal Research, Dayton 

Supt. Wm. McK. Vance, Delaware 

Supt. R. O. Wead, Yellow Springs 

Laura G. Wagner, Teacher, Delaware 

Nellie P. Wildermuth, Student, Normal School, Columbus 

Eva Webster, Teacher, Delaware 

Laura A. Woodward, Teacher, Delaware 

Mary M. Wilkin, Teacher, Delaware 



20 S. S. 



APPENDIX B FIELD FORMS AND 
QUESTIONNAIRES 



Forms Used in the Field Survey of Schools 

The forms are printed as used except that the identification headings 
are omitted 

Elementary and high school 

Card I Physical Equipment 

Card II General Community Conditions 

Card V H. S. and Ele. Sup. Classroom Instruction 

In addition the first sides of Cards IV Ele. and VI Ele. 

were the same as Cards IV and VI H. S. 

Elementary only 

Card III Ele. Compositions 

Card IV Ele. Physical Plant and Equipment — Individual Room 

Card V Ele. Classroom Instruction 

Card VI Ele. Records, Reports and Statistics 

High school only 

Card III H. S. Text books in Use 

Card IV H. S. Reverse: Physical Equipment — Individual Room 
(continued) 

Card VI H. S. Reverse: Records, Reports and Statistics (con- 
tinued) 

S. Health Regulations 

S. Preparation of Pupils for High School 

S. Program of Supervision — (continued) 

S. Teaching of Special Subjects 

S. Subjects Taught in High School 

S. Preparation and Experience of Teaching Force 

Questionnaires sent to Individuals. 

To county auditors 

To superintendents of schools ' 

To teachers at teachers' institutes 

(Sent out by the Superintendent of Public Instruction) 

Outside cooperation with schools 
To libraries 
To business men 
To clubwomen 
Score card for rural schools 



Card 


VII H. 


Card 


VIII H. 


Card 


IX H. 


Card 


X H. 


Card 


XI H. 


Card 


XII H. 



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OHIO STATE SCHOOL SURVEY REPORT 



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313 



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315 









































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3i8 



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fa ^ 

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APPENDIX B 



319 





































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320 



OHIO STATE SCHOOL SURVEY REPORT 



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APPENDIX B 



321 



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ij -5 f^ ^ 

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E -5 



U W Ph 



322 



OHIO STATE SCHOOL SURVEY REPORT 



P 

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APPENDIX B 



323 



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324 



OHIO STATE SCHOOL SURVEY REPORT 



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326 



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APPENDIX B 



327 






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3^8 



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FUNCTIONS 

(Note: Where several functions are noted in the 
same hour, insert appropriate fractions instead of V- 
After DAY write in name of day of week). 


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329 



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330 



OHIO STATE SCHOOL SURVEY REPORT 



^ & 



us - 

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APPENDIX B 



331 



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332 



OHIO STATE SCHOOL SURVEY REPORT 



< 60 

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APPENDIX B 



333 






■73 O 









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j3j2j= o c c c^j;. 
fiiPHeL,N<<wgc 



334 



OHIO STATE SCHOOL SURVEY REPORT 






CO J3 



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336 



OHIO STATE SCHOOL SURVEY REPORT 



APPENDIX B 



337 



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338 



OHIO STATE SCHOOL SURVEY REPORT 



C 'r-, 



O 3 



O ^ 



<L» ^ 



■C l-H 



o ►=. -= 



ffi K 



APPENDIX B 



339 



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340 



OHIO STATE SCHOOL SURVEY REPORT 



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APPENDIX B 341 

COUNTY AUDITORS, THREE 

No. of school rooms in county with enrollment of less than 5. 
No. of school rooms in county with enrollment of 5 or from 5 to 10 
No. of school rooms in county with enrollment of from 10 to 15 
No. of school rooms in county with enrollment of from 15 to 20 
No. of school rooms in county with enrollment of from 20 to 25 
No of school rooms in county with enrollment of 25 or over 



QUESTIONNAIRES SENT TO SUPERINTENDENTS OF SCHOOLS 

ONE 
Name of Sup't. Address 

.Name and Kind of District (City, Village, Special, Township) 

1. How many one room schools with all grades have you in your district? 

2. How many schools with more than one room and with all grades have you in 
your district? 

3. If in a township, are the schools centralized? 

4. If in a township, are the schools partly centralized or consolidated? 

5. In what years have you held agricultural exhibits in individual schools? 

6. In what years have you held school district exhibits? 

7. In what years have you exhibited at county fairs? 

8. What sort of material have you exhibited? 

9. What apparatus have you for the teaching of agriculture in your schools? 
Mention especially home-made apparatus 

10. What part have your pupils taken in agricultural contests other than exhibits? 

11. If not too early to get an answer in your district, what practical results have 
followed the teaching of agriculture in the school and the holding of agricul- 
tural exhibits and contests? 

12. In what years have you conducted home gardens? Give important facts 

13. In what years have you conducted school gardens? Give important facts 

14. Do you receive bulletins from the experimental stations, the state department 
of agriculture, the national department of agriculture? 

15. To what extent do your teachers use them? 

16. How many truant officers does your district employ? 

17. How many age and schooling certificates were issued during the school year 
from Sept. 1, 1912, to May 1, 1913? 

18. How many children in your district between the ages of 14 and 1(3 are (a) 

in school? (b) at work? (c) well, but 

neither at school nor at work ? 

19. What is the total enumeration of your district? 

'20. What is the total net enrollment of all the schools in the district, public, 
parochial and private? 

21. How many cases of truancy were allowed to run on without being dealt with 
during the year 1912-1913 ? 

22. How many cases were satisfactorily dealt with? 

23. How many prosecutions were there, and with what results? 

24. What officer issues age and schooling certificates? 

25. Are there continuation schools? Enrollment of these 

Average attendance Hours per week Subjects taught 

26. Who actually takes the school census? 
■27. How much is he paid? 



342 OHIO STATE SCHOOL SURVEY REPORT 

28. How often during the year do you make regular promotions? 
'29. Do you use continuous or cumulative record cards for pupils? 

30. How long have these cards been in use? 

31. How many pupils in how many families were aided by being provided with 
money, clothes, text books, and supplies (when these are not free) during 
the year 1912-1913? 

82. In your judgment, has the law (sec. 7777) authorizing such assistance worked 
well? 

33. What proportions of your time are given to office work, supervision, teaching? 

34. (Entirely optional) What special features characterized the work in your dis- 
trict last year? 

35. (Entirely optional) Will you be kind enough to give the commission informa- 
tion as to the amount and character of your professional training, academic 
training and experience? 

36. Do you keep records of careers of graduates of elementary or high schools? 

37. Can you supply the commission with any information, printed or otherwise, 
as to what these records show? 

(Please fill out and return as soon after May first as possible) 

TWO 
County Name and Address of Superintendent. 

1. Please describe any device, not widely adopted, which you are using for 
se^pervisory, jadministration or! instructional! purposes — particularly devices 
tried out for the first time in your constituency (If any special forms are used 
please send a copy to this office) 

2. Please describe any educational experiment or investigation which you are at 
present conducting or have conducted during the academic year 1912-1913 or 
earlier 

3. Note. The commission welcomes any other information or suggestions you 
may have to offer 

THREE 



County ■< 



>■ Grade of high school. 



' Township 

Special District 

Village 

City 

Name of Superintendent Address 

1. What changes have you made in your high school at the suggestion of the 
State Department of High School Inspection in 

a. Building? (Date ) 

b. Equipment? Date ) 

c. Organization? (Date ) 

d. Course of study? (Date ) 

which you consider were for the good of your community 

2. Why were these changes good for the community? 

a. In building 

b. In equipment 

c. In organization 

d. In course of study 



APPENDIX B 343 

3. What changes have you made in your high school at the suggestion of the 
State Univei-sity department of high school inspection in 

a. Building? (Diate ) 

b. Equipment? Date ) 

c. Organization? (Date ) 

d. Course of study? (Date ) 

which you consider were for the good of your community? 

4. Why were these changes good for the community? 

a. In building 

b. In equipment 

c. In organization 

d. In course of study 

5. What changes have you made at the suggestion of the State Department of 
High School Inspection in 

a. Building? (Date ) 

b. Equipment? Date ) 

c. Organization? (Date ) 

d. Course of study? (Date ) 

which you consider were not for the best interests of your community? 

6. Why were these changes bad for the community? 

a. In building 

b. In equipment 

c. In organization 

d. In course of study 

7. What changes have you made at the suggestion of the State University de- 
partment of High School Inspection in 

a. Building? (Date ) 

b. Equipment? Date ) 

c. Organization? (Date ) 

d. Course of study? (Date ) 

which you consider were not for the best interests of your community? 

8. Whjr were these changes bad for the community? 

a. In building 

b. In equipment 

c. In organization 

d. In course of study 

9. Are you continuing in your course of study any subject or subjects which 
you offer only to meet the requirements of the State Department of High 
School Inspection? 

10. What are these subjects? 

11. Why do you think it would be better for your community if they were 
omitted? 

12. What subjects if any are crowded out by those required by the State Depart- 
ment? 

13. Are you continuing in your course of study any subject or subjects which 
you offer only to meet the requirements of the University department of high 
school inspection? 

14. What are these subjects? 

15. Why do you think it would be better for your community iithey were omitted? 

16. What subjects, if any, are crowded out by these required subjects? 



344 OHIO STATE SCHOOL SURVEY REPORT 

17. How many times since Sept. 1909, has your high school been visited by the 
State Department of High School Inspection? 

18. How long did the state inspector spend in examining your high school in 
1909-lQ? In 1910-11? In 1911-12? 

In 1912-13? 

19. How many times since September 1909, has your high school been visited by 
the State University department of high school inspection? 

20. How long did the university inspector spend in examining your high school in 
1909-10? In 1910-11? In 1911-12? 

In 1912-13? 

Does your school system record on individual record cards the essential facts 
for every child in school, (age, parentage, scholarship, etc.) from the time they 
enter school until the time they complete the eighth grade or longer? 

If so, please send samples. 

The commission will appreciate any information or suggestions on any educa- 
tional topics which you may be willing to give. 

QUESTIONNAIRES ON OUTSIDE COOPERATION WITH SCHOOLS 

ONE 

LIBRARY COOPERATION WITH SCHOOLS 

Name of Library P. O. Address 

Name of Librarian 

I. General 

1. Is the library system controlled by school board? Yes No Public 
library board? Yes No 
Group of citizens not part of local government? Yes No Other? 



2. Total number of books on library register 

3. No. of branch libraries 

4. No. of elementary schools in city or township where library is situated 
No. of Pubils 

5. No. of high schools in city or township where library is situated 

No. of students 

II. Cooperation at School Buildings 

1. Does the school board furnish books for school libraries? Yes No 

2. No. of books furnished by reporting library to elementary school libraries 
1912-1918 

Were they furnished for the school as a whole? Yes No For sep- 
arate rooms? Yes No 
From the main library? Yes No From branches? Yes No 

No. for children's use No. for parents and general circulation 

No. for teacher's use 

3. No. of permanent reference books for use in high schools during 1912- 
1918 

4. Do teachers ask in the fall for the books they will want during the year? 

Yes No No. who asked during 1912-1913 Or does the 

library send a certain set to each room? Yes No To each school? 
Yes No 



APPENDIX B 345 

5. Is the library responsible for keeping these books in repair? Yes No 
For replacing worn-out copies? Yes No How often are new books 
sent ? 

6. No. of books sent from time to time to elementary and high schools for 
temporary use on written request from teacher during the year 1912-1913 
No. of reference books sent for temporary use 

7. Does the library send books for distribution at recreation centers? Yes 
No 

For evening schools? Yes No For continuation schools? Yes No 

8. Are notices posted on school bulletin boards about books of interest to 
teachers? Yes No 

To pupils? Yes No 

9. Do librarians visit schools during or after hours to talk about books? 
Yes No To tell the teachers about their opportunities as school 
librarians? Yes No 

No. of schools so visited during 1912-1913 No. of classes 

10. Do librarians visit the schools each fall, explaining to principles and teachers 
the library's willingness to cooperate? Yes No 

11. No. of schools outside the city or township limits to which the library sent 
books during 1912-1913 

Name Location. 

(1) 

(2) 

(3) 



III. Cooperation at the Library 

(If there is more than one library building, give answers using M. to indicate 
the main library and Bi, Bs, Bs, etc., to indicate the branches). 

1. When was the last catalogue issued? Was a copy sent to 

each teacher? Yes No 

2. Is there a children's room? Are there open shelves 

for children's books ? 

No. of books on such shelves 

3. Is there an open reference shelf for special books needed at certain periods 
in high school courses ? 

No. of books kept there on the average 

4. Is there a special shelf for books of interest to teachers? 

No. of books kept there on the average 

0. What special privileges are given to teachers in taking out reference and 
other books ? 



6 For what educational periodicals does the library subscribe? 



Are the teachers notified that the library takes these periodicals? Yes No 
Do you keep files of clippings and cut articles on subjects of interest to 
teachers? Yes No 

On essay subjects for high school students? Yes No For elementary 
students? Yes No 



346 OHIO STATE SCHOOL SURVEY REPORT 

8. Has the library a special librarian to develop cooperation with schools? 
Yes No 

No. of schools she visited 1912-1913 No. of times she 

visited each 

9. No. of school classes in 1912-1913 which came to library for talks about 

books during school hours After school hours 

Which grades came ? 

10. How frequently is there a story-telling hour for the younger children? 



Are notices sent to kindergarten and primary teachers? Yes No 
Do school children come ? 

11. No. of exhibits of pictures since Sept., 1912 Of statuary 

Of rare books Of industries 

Illustrating holiday celebrations National birthdays 

Current events 

12. What evidence has the library that teachers are occustomed to refer pupils 
to the library for magazine articles, books, etc., related to their current 
school work exclusive of essay preparation ? 



No. of teachers who used the library in this way during 1912-1913 
(estimate) 

13. No. of new books suggested for library acquisition so far during 1913 
by teachers By pupils 

Did the library during 1912-1913 formally ask teachers to suggest new 
books ? Yes No No. of times 

14. Do you keep a record of the number of school children who drew books 
from the main library and branches? Yes No From library collec- 
tions loaned to schools? Yes No 

If so, No. during 1913 to Sept, 1st Per cent of school chil- 
dren who have library cards 

15. Estimated cost of school cooperation in 1912 - - - 

Estimated cost of school cooperation in 1913 to Sept. 1 

What percent of the total is it estimated to be - - - 

16. If the library is not yet carrying on the activities suggested by the questions, 
please check (V) once the kinds of cooperation, not already in operation, 
which the library would be glad to take up this fall if arrangements were 
made with the school authorities, and check a second time those which the 
library is definitely planning to take up during the coming school year. 

Furnish books for elementary libraries 

Furnish reference books to high schools 

Appoint librarian to develop cooperation with schools 

Distribute books through playgrounds, recreation centers 

Post book notices currently on school bulletin boards 

Visit schools to talk about books and using the library 

Give talks to classes at the library and demonstrate use of catalogs 

Send books to country schools 

Keep on open shelves at library reference books for teachers 



APPENDIX B 347 

Keep on open shelves at library reference books needed by high school 

students 
Subscribe to educational periodicals 
Keep files of clippings for use by teachers and pupils 
Start story-telling hour 

IV. Remarks and suggestions. (Describe any special features of work done 
with schools and school children) 



It will greatty assist the Commission if you will answer these questions 

Yours truly, 

Horace L. Brittain, 

Director of Survey. 

TWO 

COOPERATION OF BUSINESS MEN WITH PUBLIC SCHOOLS 

Sent to chambers of commerce, boards of trade, manufacturers' associations, 

bankers' associations, business men's clubs. Similar questionnaires 

were sent to labor unions and granges 

To organizations of business men: 

Gentlemen : — The commission plans to include in its report to the Governor 
the main facts about business men's interest in rural and city schools, aside from 
service on school boards 

We hope that if you yourself have not specific information, you will refer 
these questions to the man best able to answer them. As our time is limited, we 
are forced to set October 20th as the latest date for material to be returned 

While our interest is especially in rural and village school problems, we hope 
you will care to write us as fully as your time permits of what business men 
have done to help city schools. 

Horace L. Brittain. 

City or Village County 

Name of Organization Members, 1913 

Signed Position 



The Questions on This Page Apply to Rural or Village Schools Outside 

City Systems 

1. Has your organization a special committee interested in rural school condi- 
tions ? Yes No 

I. Please check (x) any of the following rural school problems in which your 
organization or some of its members were interested during the year Sept., 
1912-Sept., 1913, specifying any definite results from this cooperation : 



348 



OHIO STATE SCHOOL SURVEY REPORT 



Subject 

School tax 

Higher salaries for teachers.... 

New buildings 

Compulsory attendance 

Better equipment 

Health of pupils 

Trade training 

Agricultural instruction 

County fair participation 

Prizes for essays, debates, etc... 

Instruction in civics 

Better roads 

Neighborhood use of buildings 

Athletics, recreation 

Relief of needy pupils 

Talks on vocations 

Other 



Results 



3. Does your organization plan to do anything this year for the country schools 
in your neighborhood? Yes No 

The Questions on This Page Apply Only to Work for Public Schools 
Within School Systems of a City 

4. Has your organization a committee on education? Yes No 

5. Through what other committee is it in touch with public school questions? 

6. Please check (x) any of the following city school questions in which your 
organization was actively interested during the year Sept., 19r2-Sept., 1913, 
specifying results where possible: 



Subject 

School budget or bond issue 

School law improvements 

New buildings 

Compulsory attendance 

Commercial training 

Industrial training 

Continuation schools 

Apprentice courses 

Vocational guidance 

Health of pupils 

Instruction in civics 

Talks on business success 

Athletics 

Playgrounds 

Neighborhood use of buildings 

Relief of needy pupils 

Savings bank 

Pupils' visit to manufacturing plants. 

Publicity about school needs 

Other 



Results 



APPENDIX B 



349 



7. Is the attention of business men to school needs continuous through permy 
nent organization and committees? Yes No Or intermittent throujrli 
specially appointed committees, mass meetings, taxpayers' hearings, etc? 
Yes No 

S. Would the members of your organization be interested in knowing what 

other groups of business men are doing for rural and city schools? 
Remarks : 

THREE 
COOPERATION OF WOMEN'S CLUBS WITH PUBLIC SCHOOLS 

Sent to Ohio Federation of Women's Clubs, Daughters of American Revolution. 
Mothers' Clubs and Association of Collegiate Alumnae 

To presidents of women's clubs: 

The commission plans to include in its report to the Governor a summary 
of club work for rural and city schools. We hope you will want to have yovs 
club included. As our time is limited it is necessary to fill in and return thi.' 
questionnaire before Oct. 18th, or it can not be used. 

If you cannot readily answer questions 10-13, the superintendent of schao)> 
or president of the school board may be able to help . Please do not delay lb' 
return of the blank because you cannot secure accurate answers to all of thi 
questions. Any information from you, no matter how little, will be of help tc 
the commission. 

Horace L. Brittain. 



City or Village. 
Name of Club . 
(Signed) 



County 

No. members 1913. 
Position 



The Questions on This Page Apply Only to Work for Rural or Village 
Schools Outside of City School Systems. 



1. Has your club a committee on rural schools? Yes 



No 



Through what other committees is your club in touch with rural or village 
schools in the neighborhood? 

Please check (V) where your club has been interested in securing for rural or 
village public schools the following improvements ; specify what your club did 
during the year Sept. 1912-1913, and how many schools benefited : 



Subject 

New buildings 

Playgrounds, equipment .... 

School gardens 

Agricultural instruction 

Manual training 

Domestic science 

Schoolroom equipment 

Book for teachers or pupils.. 

School decorations 

Better heating, ventilation... 
Cleaner schools, outhouses... 
Medical inspection of pupils. 
Relief of needy children 



What club did 



No. schools 



350 



OHIO STATE SCHOOL SURVEY REPORT 



Subject 
Higher salaries for teachers.. 
Neighborhood use of building. 

Local mothers' meeting 

Better roads 

County fairs 

Other: 



What club did 



No. schools 



What other agencies or individuals cooperated in this work or are especially 
interested in rural or village school conditions? 



Name 



Address 



5. Would your club be interested this year in making a study of rural schools 
in your neighborhood to discover ways of helping? Yes No 

Would such work be facilitated if the commission prepares blanks on the 
above subjects for your use? Yes No 

Remarks : 



The Questions Below Apply Only to Work for Schools Within 
THE City School System 

6. Has your club a committee on education or schools? Yes No 

7. Through what other committees is it in touch with public schools in your city? 

8. Please check (V) after the subjects in which your club was interested during 
the year Sept. 1912-1913, and indicate specific results, including meetings, pub- 
licity, etc., with the names of other agencies public or private which helped to 
secure results : 



Subject 

Sanitary improvements 

Medical examination or treatment. 
Dental examination or treatment.. 

Open air rooms 

School lunches 

Relief of needy 

Scholarships ■ 

Decorations 

Prizes for essays, etc 

Public lectures 

Playgrounds or athletics 

Neighborhood use of building.... 

Vacation schools 

Kindergartens 

Manual or industrial training 

Domestic science 

Continuation schools 

Vocational guidance 

Teachers' and parents' meetings... 
Other 



Results secured 



Others concerned 



APPENDIX B 351 

9. What work for schools does your club plan to take up this fall? 

10. How many ministers helped last year to secure school improvements? 
Along what lines? 

With what results? 

11. Have physicians, dentists or hospitals helped secure the following: (check V) 
inspection for transmissible diseases ; examination for physical defects 

; free treatment of defects ; talks at school to pupils ; lec- 

tures to parents ; open air rooms ; better ventilation ; special 

instruction for defective children ; hygiene instruction ; athletics 

; other 
With what results? 

12. What newspapers publish regularly a school column? 
Give current news? 

13. What other agencies public or private outside of the school board and the 
school system are cooperating actively with public schools? 

Name Address 



Remarks : 

FOUR 
SCORE CARD FOR RURAL SCHOOLS 

Sent to Farm Women's Clubs 

County Township District No . 

Date Village School No . . 

Visited by Address 



If there be more than one room, please answer on the back questions 
18 to 32 for each room 

1. Are the school grounds covered with grass? with gravel? left in 
natural condition ? 

2. Is there a clear level place for children to play? 

3. Is there a sheltered place outdoors for children to play in bad weather? 
What? 

4. Is there any playground apparatus, swing, teeter, etc.? If so, what? 

5. Is there a school garden? What was raised last spring? 

6. Are the walks in good condition? 

7. Is there a basket outdoors for rubbish and papers? Are papers and 
scraps scattered around the yard? 

8. Is the building nicely painted outside? What color Brick? 

9. How many feet apart are the outhouses for boys and girls? 

10. Are they clean inside? How often are they scrubbed? 

11. Are there separate cloak rooms for boys and girls? Are cloak rooms 
clean? Are they ventilated by windows? Is there a shelf for 
lunch pails? How are children's wraps dried in wet weather? 

12. Does the drinking water come from a well? When was it last analyzed? 

13. Is there a bookcase with extra books for children to read? How many? 
Has the teacher asked for books from the state traveling library? 



/ 



352 OHIO STATE SCHOOL SURVEY REPORT 

14. Is there a piano? organ? 

15. Is cooking taught? sewing? basket weaving? drawing? 

16. Is there any way children can get something warm to eat for lunch? 

17. How many desks in the room? How many children present? 
How many children between 6 and 16 years of age in the school district? 

18. What color are the walls? Are there marks and scratches on them? 

19. What pictures or other decorations are there? 

20. When were walls washed last? woodwork? If papered, when? 

21. When was the floor scrubbed last? by whom? When will it be 
scrubbed again? 

22. Is the floor swept every day? by whom? 

23. Is the room heated by a furnace? stove? stove with a jacket? 

24. How many windows in the room? How many open when you visited? 
Were the windows open at the top? bottom? 

25. Are there shades at all the windows? Are any of the windows broken? 

26. Are the desks adjustable for little children and for big children? 

27. Is the blackboard cracked? rough? clean? big enough? 

28. Do the text books seem to be clean? In good condition? 

29. Are there any maps? of what? 

30. Is there a cooler for drinking water? uncovered pail? Has each 
child a cup of his own? Where are cups kept? 

31. How many years has the teacher been teaching? Did she graduate from 
high school? normal school? college? 

32. Is the school used in afternoons and evenings for social or club meetings by 
the neighborhood? How often? 

33. What seems to you to be most needed in the school in the way of repairs, 
equipment, cleaning, etc.? 



.BAc14 



